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Montessori Curriculum Scope and Sequence: Infants to Age 12 The Montessori Foundation 19600 State Road 64, Bradenton, Florida 34212 USA (Toll Free) 1-800-632-4121 • 1-941-309-3961 • margot@montessori.org


A Comprehensive International Curriculum

Infant-Toddlers

Practical Life

Sensorial

Language Arts

Mathematics

Science

Geography

History Page 2

Art


A true Montessori Curriculum Scope and Sequence, organized in terms of specific learning objectives

Designed to be used with Montessori student tracking software

Available aligned to Common Core Curriculum We can align it to your state or national curriculum as well at an affordable cost

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Equilibrium

Lifts head

Infant Toddler

Motor development

Equilibrium

Raises head while lying on stomach

Infant Toddler

Motor development

Equilibrium

Supports upper body with arms while lying on stomach

Infant Toddler

Motor development

Equilibrium

Stretches out and kicks legs

Infant Toddler

Motor development

Equilibrium

Pushes down with legs when held above a hard surface

Infant Toddler

Motor development

Equilibrium

Masters control of the head

Infant Toddler

Motor development

Equilibrium

Rolls over, turning from front to back

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Equilibrium

Sits supported by pillows

Infant Toddler

Motor development

Equilibrium

Sits, supporting self with hands

Infant Toddler

Motor development

Equilibrium

Sits without support

Infant Toddler

Motor development

Equilibrium

Gets to sitting position without assistance

Infant Toddler

Motor development

Equilibrium

Gets from sitting to crawling position without assistance

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Infant Toddler

Rolls both ways

Scoots along floor using arms and legs to propel body forwards

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Equilibrium

Crawls forward on belly by pulling with arms and pushing with legs

Infant Toddler

Motor development

Equilibrium

Crawls on hands and knees

Infant Toddler

Motor development

Equilibrium

Stands with support

Infant Toddler

Motor development

Equilibrium

Pulls body into upright position

Infant Toddler

Motor development

Equilibrium

Walks with assistance

Infant Toddler

Motor development

Equilibrium

Walks on tip-toe holding on to bar or furniture

Infant Toddler

Motor development

Equilibrium

Stands upright without support

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Hand

Opens and closes hands

Infant Toddler

Motor development

Hand

Brings hand to mouth, explores hand with mouth

Infant Toddler

Motor development

Hand

Instinctive prehension evident in grasping adult finger or object offered

Infant Toddler

Motor development

Hand

Begins to observe own hands

Infant Toddler

Motor development

Equilibrium

Swipes at objects dangling on mobile or frame

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Infant Toddler

Walks holding onto bar or furniture

Walks independently

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Hand

Purposeful grasping and shaking of objects

Infant Toddler

Motor development

Hand

Uses whole hand, raking grasp

Infant Toddler

Motor development

Hand

Intentionally works with hands to manipulate objects

Infant Toddler

Motor development

Equilibrium

Reaches with one hand to grasp an object

Infant Toddler

Motor development

Hand

Transfers objects from hand to hand

Infant Toddler

Motor development

Hand

Purposefully grasps and releases objects

Infant Toddler

Motor development

Hand

Controls fingers

Infant Toddler

Motor development

Hand

Infant Toddler

Motor development

Hand

Infant Toddler

Motor development

Hand

Increasingly precise work with hands

Infant Toddler

Motor development

Hand

Co-ordinates use of both hands working together

Infant Toddler

Motor development

Hand

Uses hands for purposeful work

Infant Toddler

Motor development

Hand

Begins to show preference for one hand over the other

Infant Toddler

Social and emotional

Attachment

Enjoys bodily contact such as cuddling

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Infant Toddler

Prehension with pincer grip - small objects

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Holds large objects with arms

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Social and emotional

Attachment

Enjoys being in the company of others

Infant Toddler

Social and emotional

Attachment

Differentiates between known people and strangers

Infant Toddler

Social and emotional

Attachment

Displays attachment to primary caregiver or parent

Infant Toddler

Social and emotional

Attachment

Displays shyness and anxiety around strangers

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Attachment

Infant Toddler

Social and emotional

Attachment

Infant Toddler

Social and emotional

Self-awareness & Expresses needs and emotions with body and face emotions

Infant Toddler

Social and emotional

Self-awareness & Indicates enjoyment of social play through laughing and body language emotions

Infant Toddler

Social and emotional

Self-awareness & Displays an interest in images of self in a mirror emotions

Infant Toddler

Social and emotional

Self-awareness & Often expresses joy emotions

Infant Toddler

Social and emotional

Self-awareness & Expresses a range of emotions including fear, anger and shyness emotions

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Infant Toddler

Cries when parents leave

Attachment

Shows a preference for certain people and toys

Attachment

Demonstrates affection

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Attachment

Demonstrates empathy

Displays separation anxiety

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

Social and emotional

Self-awareness & Recognizes own name emotions

Infant Toddler

Social and emotional

Self-awareness & Tries to influence the action of others by protesting emotions

Infant Toddler

Social and emotional

Self-awareness & Actively explores environment emotions

Infant Toddler

Social and emotional

Self-awareness & Begins to use "I" when referring to self emotions

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Social interactions Responds with enjoyment to person to person contact

Infant Toddler

Social and emotional

Social interactions Enjoys play activities and indicates displeasure by crying when game stops

Infant Toddler

Social and emotional

Social interactions Imitates movements and facial expressions of others

Infant Toddler

Social and emotional

Social interactions Develops "social smile" - smiles at a face

Infant Toddler

Social and emotional

Social interactions Imitates sounds, actions and facial expressions

Infant Toddler

Social and emotional

Social interactions Tests responses of others

Infant Toddler

Social and emotional

Social interactions Imitates gestures

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Self-awareness & Expresses empathy and affection to others emotions Self-awareness & Enjoys ritual and routine and protests when this is disrupted emotions

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Social interactions Fixes attention on faces of others

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

Social and emotional

Social interactions Fights for a toy which another child may be holding

Infant Toddler

Social and emotional

Social interactions Pays attention to and responds differently to different tones of voice

Infant Toddler

Social and emotional

Social interactions Attempts to play with other children

Infant Toddler

Social and emotional

Social interactions Deliberately seeks to maintain interaction with others

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Social interactions Begins to share and take turns with support

Infant Toddler

Social and emotional

Choice and selfregulation

Chooses between multiple options

Infant Toddler

Sensory development

Auditory

Follows familiar voices with eyes or head

Infant Toddler

Sensory development

Auditory

Reacts to different sounds

Infant Toddler

Sensory development

Auditory

Responds to an adult's singing

Infant Toddler

Sensory development

Auditory

Makes sounds with objects and reacts to the sounds produced

Infant Toddler

Sensory development

Gustatory

Eats food with varying textures

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ev Pr

Infant Toddler

Social interactions Engages in solitary or parallel play

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Social interactions Begins to cooperate with other children in play

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Social interactions Is able to participate in group activities

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Sensory development

Gustatory

Begins to show preferences in the tastes of food

Infant Toddler

Sensory development

Olfactory

Displays preference for sweet smells

Infant Toddler

Sensory development

Tactile

Displays preference for soft rather than rough textures

Infant Toddler

Sensory development

Tactile

Explores textures

Infant Toddler

Sensory development

Visual

Displays interest in black and white mobiles

Infant Toddler

Sensory development

Visual

Follows moving objects with eyes

Infant Toddler

Sensory development

Visual

Follows moving things with eyes

Infant Toddler

Sensory development

Visual

Infant Toddler

Sensory development

Sensory exploration

Infant Toddler

Integrated eyehand and cognitive

Building skills and Explores hand to hand transfer, purposefully moving objects from concepts using special materials one hand to another

Infant Toddler

Integrated eyehand and cognitive

Building skills and Puts objects into containers and takes them out again concepts using special materials

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with Object permance box with tray to refine hand and finger concepts using special materials control, eye hand co-ordination and to construct concept of object Building skills and Works with Object permanence box with drawer to refine hand and concepts using special materials finger control, eye hand coordination and to construct concept

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Infant Toddler

Recognizes familiar objects and people

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Purposefully explores objects in a number of ways using all senses

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with various Imbucare boxes to refine hand and finger control, concepts using special materials eye hand co-ordination and to construct concept of object Building skills and Works with Imbucare box with slot and flip lid to refine wrist concepts using special materials movement, eye hand co-ordination and to construct concept of object Building skills and Explores geometric shapes through inserting objects into cut-out shapes concepts using special materials (Imbucare boxes with shape-sorter lid) to refine hand and finger Building skills and Works with various Imbucare boxes to develop hand and finger control, concepts using special materials eye hand co-ordination and to construct concept of object Building skills and Hangs knit balls on dowels to develop eye hand co-ordination and concepts using special materials fine muscle control and to begin to match colors Building skills and Places large pegs into holes to develop eye hand co-ordination and concepts using special materials fine muscle control and begin to sort colors Building skills and Works with simple puzzles to further develop eye-hand coconcepts using special materials ordination and develop figure ground concept - single shape Building skills and Works with simple puzzles to further develop eye-hand coconcepts using special materials ordination - three shape puzzles

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Infant Toddler

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

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Building skills and Places disks on dowels to develop eye-hand co-ordination and various concepts using special materials finger grips (Toddler Infilare exercises) Building skills and Places disks and cubes on dowels to develop eye-hand co-ordination and concepts using special materials various finger grips (Toddler Infilare exercises) Building skills and Stacks different colored disks on dowels sorting by color to further concepts using special materials develop hand control and color matching skills

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Building skills and Stacks different sized disks on dowels sorting by color to further concepts using special materials develop hand control and color matching skills Building skills and Places disks on horizontal dowels to develop supinated wrist movement concepts using special materials and further develop eye-hand coordination Building skills and Places different sized balls and ellipsoids on small pegs to explore concepts using special materials sizes and perception of part becoming whole Building skills and Works with box with bins to develop various wrist movements concepts using special materials and object permanence

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with box with sliding lid to develop wrist movements and object concepts using special materials permanence

Infant Toddler

Practical life

Toddler dressing Works with frame with three buttons frames

Infant Toddler

Practical life

Toddler dressing Works with Velcro frame frames

Infant Toddler

Practical life

Toddler dressing Works with Large zipper frame frames

Infant Toddler

Practical life

Toddler dressing Works with buckling frame frames

Infant Toddler

Practical life

Toddler dressing Works with snapping frame frames

Infant Toddler

Cognitive development

Object permanence

Finds a partially hidden object

Infant Toddler

Cognitive development

Object permanence

Purposefully attempts to reach objects that are out of reach

Infant Toddler

Cognitive development

Object permanence

Finds hidden objects

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Infant Toddler

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Cognitive development

Exploration

Explores objects in a number of ways using all senses - e.g. Treasure basket; heuristic play collections

Infant Toddler

Cognitive development

Exploration

Purposefully explores objects in a number of ways through shaking, banking, throwing, dropping etc.

Infant Toddler

Cognitive development

Concept formation

Associates names of objects with images

Infant Toddler

Cognitive development

Concept formation

Begins to use objects for their intended purpose

Infant Toddler

Cognitive development

Concept formation

Begins to sort mixed collections of objects into categories

Infant Toddler

Language

Hearing and understanding

Responds to loud sounds in environment

Infant Toddler

Language

Hearing and understanding

Infant Toddler

Language

Hearing and understanding

w ie

Infant Toddler

Language

Hearing and understanding

Moves eyes towards direction of a sound

Infant Toddler

Language

Hearing and understanding

Responds to changes in tone of voice

Infant Toddler

Language

Hearing and understanding

Notices objects that make a sound

Infant Toddler

Language

Hearing and understanding

Responds (pays attention) to music

Infant Toddler

Language

Hearing and understanding

Responds with enjoyment to simple word and movement games and finger-plays

ev Pr

Infant Toddler

Calms or smiles in response to human voice Recognizes voice of parent or primary care-giver

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

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Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Language

Hearing and understanding

Turns head towards direction of a sound

Infant Toddler

Language

Hearing and understanding

Shows interest when spoken to

Infant Toddler

Language

Hearing and understanding

Recognizes common household words

Infant Toddler

Language

Hearing and understanding

Complies with simple requests

Infant Toddler

Language

Infant Toddler

Language

Infant Toddler

Language

Infant Toddler

Language

Speaking

Infant Toddler

Language

Speaking

Indicates different needs through different cries

Infant Toddler

Language

Speaking

Smiles when seeing a familiar person

Infant Toddler

Language

Speaking

Babbling begins to resemble more mature speech and contains some consonants (p, b, m)

Infant Toddler

Language

Speaking

Chuckles and laughs to communicate joy

Infant Toddler

Language

Speaking

Vocalizes other emotions such as excitement and displeasure

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ev Pr

Infant Toddler

Understands differences in meaning between opposites e.g. small-large, in-out etc.

Hearing and understanding

Follows two part requests e.g. go to the door and open it

Hearing and understanding

Listens with interest to longer stories

w ie

Hearing and understanding

Communicates pleasure through cooing sounds

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146

147

Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Language

Speaking

Makes a range of gurgling sounds when playing with someone or when alone

Infant Toddler

Language

Speaking

Babbling includes a range of sounds and gaps which resemble phrases

Infant Toddler

Language

Speaking

Uses sounds to attract and hold attention of others - communication

Infant Toddler

Language

Speaking

Uses body language to communicate needs

Infant Toddler

Language

Infant Toddler

Language

Infant Toddler

ev Pr

Infant Toddler

Imitates a large variety of speech sounds

Speaking

Has some recognizable words

Language

Speaking

Infant Toddler

Language

Speaking

Has words for most objects in environment even if they are not all recognizable or correctly pronounced Uses phrases and short sentences when talking

Infant Toddler

Language

Speaking

Uses d, f, g, k, n and t sounds confidently

Infant Toddler

Language

Speaking

Asks for objects by naming them

Infant Toddler

Language

Speaking

Familiar adults can understand speech most of the time

Infant Toddler

Motor development

Equilibrium

Walks carrying large and/or heavy objects, climbs stairs carrying objects in search of maximum effort

Infant Toddler

Motor development

Equilibrium

Runs

w ie

Speaking

148

• • • • • • • •

149

150

151

152

153

y

op C

• • • • • • • • • •

Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

154

155

156

157

158

159

160

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Equilibrium

Kicks a ball

Infant Toddler

Motor development

Equilibrium

Climbs onto and down from furniture unassisted

Infant Toddler

Motor development

Equilibrium

Walks up and down stairs holding on to support

Infant Toddler

Social and emotional

Attachment

May hit, bite and fight over a toy

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Self-awareness & Expresses anger when interrupted emotions

Infant Toddler

Social and emotional

Social interactions Imitates behavior of others, including actions in songs and play activities

Infant Toddler

Social and emotional

Social interactions Begins to engage in symbolic play

Infant Toddler

Social and emotional

Social interactions Enjoys company of other children

Infant Toddler

Social and emotional

Choice and selfregulation

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with threading ring to refine motor co-ordination concepts using special materials

Infant Toddler

Cognitive development

Stacking and nesting

ev Pr

Infant Toddler

Self-awareness & Displays growing awareness of self as separate from others emotions Self-awareness & Recognizes self in mirror emotions

w ie

Self-awareness & Refers to self using own name emotions

Stacks four blocks one on top of the other

y

op C

Choose between two options offered by adult

• • • • • • • • • • • • • • • • • • • • • •

• • •

161

162

163

164

165

166

167

168

169

170

• • •

Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

171

172

173

174

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Cognitive development

Sorting and matching

Matches objects to pictures

Infant Toddler

Cognitive development

Sorting and matching

Pairs identical pictures

Infant Toddler

Cognitive development

Sorting and matching

Pairs related pictures

Infant Toddler

Cognitive development

Sorting and matching

Sorts objects by shape

Infant Toddler

Cognitive development

Sorting and matching

Sorts objects by color

Infant Toddler

Cognitive development

Sorting and matching

Sorts objects by category (e.g. buttons, animals, beads etc.)

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in dishwashing

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in food preparation

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in cleaning activities

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in setting table for snack or lunch

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in clearing table after snack or lunch

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in sorting and folding laundry

w ie

ev Pr

Infant Toddler

Collaborates with adult in flower arranging

Collaborates with adult in folding activities

y

op C

• • • • • • • • • • • • • •

• • • • • • • • • • • • • •

• • • • • • • • • • • • • •

Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

175

176

177

178

179

180

181

182

183

184

185

186

187

188

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in pouring water and juice

Infant Toddler

Practical life

Care of self Eating

Feeds self with fingers

Infant Toddler

Practical life

Care of self Eating

Collaborates with adult in feeding self at weaning table and chair

Infant Toddler

Practical Life

Care of self Eating

Uses a spoon

Infant Toddler

Practical Life

Care of self Eating

Drinks from a teaspoon offered by adult

Infant Toddler

Practical Life

Care of self Eating

Drinks from a cup

Infant Toddler

Language

Hearing and understanding

Can identify (by pointing) various body parts

Infant Toddler

Language

Hearing and understanding

Infant Toddler

Language

Hearing and understanding

Listens with interest to stories and rhymes

Infant Toddler

Language

Hearing and understanding

Can identify (by pointing) objects in pictures and books

Infant Toddler

Language

Speaking

Constantly increases vocabulary using new words every month

Infant Toddler

Language

Speaking

Uses one or two word questions

Infant Toddler

Language

Speaking

Strings words together to communicate more complex ideas e.g. "more juice", "Mommy go"

w ie

ev Pr

Infant Toddler

Can comply with simple requests containing action and object (Fetch the toy, hold my hand)

y

op C

• • • • • • • • • • • • •

• • • • • • • • • • • • •

• • • • • •

Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

189

190

191

192

193

194

195

196

197

198

199

200

201

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Infant Toddler

Strand

Language

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Material/Lesson

Curriculum Element

Speaking

Uses more consonant sounds at the beginning of words and enunciates them more clearly

• •

202

w ie

ev Pr y

op C Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Carries, unrolls and rolls a rug

Practical Life

Control of movement

Works on a rug

Practical Life

Control of movement

Carries an object from the shelf to the table

Practical Life

Control of movement

Handles delicate objects with care and precision

Practical Life

Control of movement

Returns materials to correct place in environment

Practical Life

Control of movement

Walks slowly and calmly

Practical Life

Control of movement

Walks avoiding people and objects

Practical Life

Control of movement

Walks carrying a tray with an object on it without dropping or spilling contents

Practical Life

Control of movement

Lifts and puts down a chair quietly and with control

Practical Life

Control of movement

Carries a chair carefully without bumping into people or furniture

Practical Life

Control of movement

Sits on a chair, upright, with feet on floor

Practical Life

Control of movement

Lifts, carries and puts down a table together with another person

Practical Life

Control of movement

Opens and closes a faucet/tap

Practical Life

Control of movement

Fetches water in a pail

w ie

ev Pr

Practical Life

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Opens and shuts various latches on frames

Practical Life

Control of movement

Matches nuts and bolts

Practical Life

Control of movement

Matches keys and locks

Practical Life

Control of movement

Opens and closes boxes

Practical Life

Control of movement

Opens and closes tins and jars

Practical Life

Control of movement

Opens and closes bottles

Practical Life

Control of movement

Pours dry ingredients from one pitcher to another

Practical Life

Control of movement

Pours water between two identical pitchers

Practical Life

Control of movement

Pours water from one large pitcher into two smaller identical pitchers

Practical Life

Control of movement

Pours water from one large container into two different sized containers

Practical Life

Control of movement

Pours water to a specified level in a graduated container

Practical Life

Control of movement

Pours water through a funnel into a narrow necked container

Practical Life

Control of movement

Sieves dry ingredients to separate: example rice and flour

Practical Life

Control of movement

Uses a spoon to transfer dry ingredients from one container to another

w ie

ev Pr

Practical Life

y

op C

•••• •••• •••• •••• •••• •••• ••• ••• ••• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Uses a spoon to transfer liquid from one container to another

Practical Life

Control of movement

Transfers water using a baster

Practical Life

Control of movement

Transfers water one drop at a time using a dropper or pipette

Practical Life

Control of movement

Uses tongs to transfer items from one container to another

Practical Life

Control of movement

Uses hand whisk to create bubbles in water and soap mixture

Practical Life

Control of movement

Hammers using hammer boards

Practical Life

Control of movement

Assembles a flashlight

Practical Life

Control of movement

Lifts small items with tweezers: (example: dry peas) /pincer grip

Practical Life

Control of movement

Uses fingers and moves them individually in various combinations appropriate to object being manipulated

Practical Life

Control of movement

Uses precise movements of fingers for various activities

Practical Life

Control of movement

Uses precise movements of fingers to control a pencil for writing

Practical Life

Control of movement

Uses correct pincer grip when grasping a pencil

Practical Life

Control of movement

Holds scissors correctly and uses small movements of thumb and middle fingers to control the opening and closing of the blades

Practical Life

Control of movement

Walks around a maze build from the red rods without touching

w ie

ev Pr

Practical Life

y

op C

••• ••• ••• ••• ••• ••• ••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

29

30

31

32

33

34

35

36

37

38

39

40

41

42

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Walks around furniture without bumping

Practical Life

Control of movement

Ascends and descends stairs safely and gracefully

Practical Life

Control of movement

Opens and shuts all doors and gates, showing awareness of safety implications, checking that all doors and gates are securely latched when necessary

Practical Life

Control of movement

Opens and shuts classroom door

Practical Life

Control of movement

Is silent for brief period during introduction to Silence Game

Practical Life

Control of movement

Is able to remain silent in relaxed position

Practical Life

Control of movement

Is able to be silent in response to a signal

Practical Life

Control of movement

Maintains silence then responds to name when whispered

Practical Life

Control of movement

Maintains silence then acts on commands given in whisper

Practical Life

Control of movement

Watches someone work, in silence, without touching

Practical Life

Control of movement

Voluntarily chooses to be silent alone or with a small group

Practical Life

Control of movement

Walks on the line

Practical Life

Control of movement

Walks on the line - heel to toe

Practical Life

Control of movement

Walks on the line with hands at sides

w ie

ev Pr

Practical Life

y

op C

•••• •••• •• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

43

44

45

46

47

48

49

50

51

52

53

54

55

56

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Walks on the line, hands at sides, head erect

Practical Life

Control of movement

Walks on the line carrying an object in one hand. (e.g. pink tower cubes)

Practical Life

Control of movement

Walks on the line carrying an object in two hands (e. g. a tray)

Practical Life

Control of movement

Walks on the line carrying a bell without ringing it

Practical Life

Control of movement

Walks on the line carrying a pendulum without swinging it

Practical Life

Control of movement

Walks on the line carrying a glass filled to the brim with water

Practical Life

Control of movement

Walks on the line adjusting tempo to that of group

Practical Life

Control of movement

Walks on line in step with rhythms played on an instrument

Practical Life

Control of movement

Walks on a balance beam or low wall

Practical Life

Control of movement

Makes choices showing an ability to suppress impulse and follow guidance

Practical Life

Care of person

Carries bag to cubby

Practical Life

Care of person

Places own bag in correct cubby

Practical Life

Care of person

Keeps cubby tidy

Practical Life

Care of person

Hangs coat on hook or hanger

w ie

ev Pr

Practical Life

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

57

58

59

60

61

62

63

64

65

66

67

68

69

70

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Packs a lunch box

Practical Life

Care of person

Pairs and rolls socks

Practical Life

Care of person

Uses bathroom under supervision

Practical Life

Care of person

Uses bathroom unsupervised

Practical Life

Care of person

Lifts seat when using toilet (boys)

Practical Life

Care of person

Flushes toilet after use

Practical Life

Care of person

Uses toilet paper (judges correct quantity) and flushes

Practical Life

Care of person

Replaces toilet paper roll when necessary

Practical Life

Care of person

Covers mouth when coughing or sneezing

Practical Life

Care of person

Washes hands after using the toilet, handling classroom pet, after gardening or playing outside, and before preparing food or eating

Practical Life

Care of person

Packs a suitcase

Practical Life

Care of person

Polishes shoes

Practical Life

Care of person

Opens and closes Velcro fastening on dressing frame

Practical Life

Care of person

Opens and closes snappers on dressing frame

w ie

ev Pr

Practical Life

y

op C

•••• •••• ••• ••• •••• •••• •••• •••• •••• •••• •••• •••• ••• •••

2nd 3rd

4th 5th 6th

ID #

71

72

73

74

75

76

77

78

79

80

81

82

83

84

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Opens and closes zippers on dressing frame

Practical Life

Care of person

Opens and closes buttons on dressing frame

Practical Life

Care of person

Opens and closes hooks & eyes on dressing frame

Practical Life

Care of person

Opens and closes buckles on dressing frame

Practical Life

Care of person

Unties and ties bows on dressing frame

Practical Life

Care of person

Unties and ties laces on dressing frame

Practical Life

Care of person

Opens and closes safety pins on dressing frame

Practical Life

Care of person

Puts on socks without assistance

Practical Life

Care of person

Puts on jacket without assistance

Practical Life

Care of person

Puts on jumper without assistance

Practical Life

Care of person

Puts on shoes (Velcro or no fastener) without assistance

Practical Life

Care of person

Puts on shoes (ties laces) without assistance

Practical Life

Care of person

Changes from outside to inside shoes without assistance

Practical Life

Care of person

Puts on trousers without assistance

w ie

ev Pr

Practical Life

y

op C

••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •• ••• •••

2nd 3rd

4th 5th 6th

ID #

85

86

87

88

89

90

91

92

93

94

95

96

97

98

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Puts on an apron without assistance

Practical Life

Care of person

Puts on gloves and mittens without assistance

Practical Life

Care of person

Manages all own dressing/changing needs without assistance

Practical Life

Care of person

Helps other children with dressing/changing needs

Practical Life

Care of person

Sensitizes fingers for sensorial activities.

Practical Life

Care of person

Washes own hands and nails, and applies hand-cream (Full activity)

Practical Life

Care of person

Cares for own nails

Practical Life

Care of person

Brushes and combs own hair

Practical Life

Care of person

Braids/Plaits nylon cords using braiding activity

Practical Life

Care of person

Braids/Plaits hair (own, other child or hairdresser's dummy)

Practical Life

Care of person

Uses a clothes brush to remove lint from coat

Practical Life

Care of person

Chooses appropriate clothing for various types of outings as is age appropriate

Practical Life

Care of person

Performs manicure on another

Practical Life

Care of person

Is aware of and takes pride in own appearance appropriate to circumstance and occasion

w ie

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Practical Life

y

op C

••• ••• •• •• •••• •••• •••• •••• ••• ••• ••• •••• •• ••

2nd 3rd

4th 5th 6th

ID #

99

100

101

102

103

104

105

106

107

108

109

110

111

112

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Cleans a wound (minor cut or graze) on self or another

Practical Life

Care of person

Puts a band-aid on a wound (minor cut or graze on self or another)

Practical Life

Care of person

Asks for help when caring for an injured person

Practical Life

Care of person

Shows empathy and consideration for an injured person

Practical Life

Care of person

Takes temperature using a safety thermometer

Practical Life

Care of person

Is aware of dangers of touching blood - uses latex gloves whenever helping an injured person

Practical Life

Care of person

Cares for a bite or sting

Practical Life

Care of person

Brushes own teeth after meals

Practical Life

Care of person

Displays an understanding of necessity for hygiene in classroom and public contexts

Practical Life

Care of person

Waits to be accompanied by an adult or much older child before crossing a street

Practical Life

Care of person

Is able to safely cross a street unaccompanied

Practical Life

Care of person

Safely escorts younger child across street

Practical Life

Care of person

Chooses appropriate clothing for varied weather conditions and safety considerations when going out

Practical Life

Care of person

Understands and respects school security protocols

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Practical Life

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•••• •••• •••• •••• •••• •••• •• •••• •• ••• •• •• •• ••••

2nd 3rd

4th 5th 6th

ID #

113

114

115

116

117

118

119

120

121

122

123

124

125

126

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Displays an awareness of the dangers inherent in speaking to strangers

Practical Life

Care of person

Applies sunscreen when prompted, before going outside

Practical Life

Care of person

Applies sunscreen when unprompted, before going outside

Practical Life

Care of person

Wears sunhat or cap when going outside

Practical Life

Care of person

Displays an understanding of the dangers of going out in the sun without adequate protection

Practical Life

Care of person

Uses goggles & gloves when appropriate for safety reasons when engaging in woodwork and science projects

Practical Life

Care of person

Carries a knife, pair of scissors, pencil or other sharp object safely

Practical Life

Care of person

Passes a knife, pair of scissors, pencil or other sharp object safely

Practical Life

Care of person

Handles potentially dangerous objects safely, under age-appropriate supervision

Practical Life

Care of Environment

Sweeps dry beans on tray using small brush and pan

Practical Life

Care of Environment

Dusts an object

Practical Life

Care of Environment

Clamps clothespins using clothespin activity

Practical Life

Care of Environment

Folds napkins along lines using folding activity

Practical Life

Care of Environment

Wipes a water spill with a cloth

w ie

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Practical Life

y

op C

•••• ••• •••• ••• ••• •••• •••• •••• •••• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

127

128

129

130

131

132

133

134

135

136

137

138

139

140

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Squeezes a sponge using sponging activity

Practical Life

Care of Environment

Transfers water using a sponging activity

Practical Life

Care of Environment

Rolls napkins and places in napkin rings using napkin rolling activity

Practical Life

Care of Environment

Sweeps sawdust or beans as demonstrated

Practical Life

Care of Environment

Folds napkins from laundry and tidies away

Practical Life

Care of Environment

Uses classroom recycling bins correctly

Practical Life

Care of Environment

Hangs a towel on a hook

Practical Life

Care of Environment

Folds classroom clothes

Practical Life

Care of Environment

Tidies shelves

Practical Life

Care of Environment

Opens and closes classroom curtains and blinds

Practical Life

Care of Environment

Empties classroom waste bin

Practical Life

Care of Environment

Dusts a shelf

Practical Life

Care of Environment

Polishes wood

Practical Life

Care of Environment

Polishes metals

w ie

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Practical Life

y

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••• ••• ••• ••• •••• •••• •••• •••• •••• •••• •••• •••• ••• ••••

2nd 3rd

4th 5th 6th

ID #

141

142

143

144

145

146

147

148

149

150

151

152

153

154

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Polishes mirror or glass

Practical Life

Care of Environment

Determines appropriate cleaning materials and methods for different objects

Practical Life

Care of Environment

Washes crockery (plates, cups, etc.)

Practical Life

Care of Environment

Washes silverware/cutlery

Practical Life

Care of Environment

Washes glasses

Practical Life

Care of Environment

Washes china

Practical Life

Care of Environment

Washes pots and pans

Practical Life

Care of Environment

Washes mixed dishes

Practical Life

Care of Environment

Sorts silverware/cutlery

Practical Life

Care of Environment

Stacks dishes

Practical Life

Care of Environment

Washes a mixed collection of dishes

Practical Life

Care of Environment

Washes and dries stainless steel sink

Practical Life

Care of Environment

Loads dishwasher

Practical Life

Care of Environment

Unpacks dishwasher

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Practical Life

y

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•••• •• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

155

156

157

158

159

160

161

162

163

164

165

166

167

168

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Loads, sets and unpacks dishwasher

Practical Life

Care of Environment

Waters indoor plants

Practical Life

Care of Environment

Polishes plant leaves

Practical Life

Care of Environment

Repots indoor plants

Practical Life

Care of Environment

Washes a waterproof surface

Practical Life

Care of Environment

Mops (dust) a dry floor

Practical Life

Care of Environment

Washes an unpainted surface/scrubs a table

Practical Life

Care of Environment

Washes marks and scuffs from walls

Practical Life

Care of Environment

Erases a chalkboard/whiteboard

Practical Life

Care of Environment

Empties carpet sweeper

Practical Life

Care of Environment

Wipes a large water spill, wringing cloth into pail

Practical Life

Care of Environment

Sweeps classroom floor when necessary

Practical Life

Care of Environment

Washes a vinyl floor

Practical Life

Care of Environment

Mops a wet floor

w ie

ev Pr

Practical Life

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

169

170

171

172

173

174

175

176

177

178

179

180

181

182

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Sweeps carpet with carpet sweeper

Practical Life

Care of Environment

Vacuums carpet

Practical Life

Care of Environment

Washes a glass surface

Practical Life

Care of Environment

Wipes feet on doormat when entering a building

Practical Life

Care of Environment

Uses a shoe scrape

Practical Life

Care of Environment

Arranges flowers for classroom

Practical Life

Care of Environment

Cuts flowers for arranging

Practical Life

Care of Environment

Hangs wall decorations (pictures, clock etc.)

Practical Life

Care of Environment

Sorts and folds mixed, dry laundry and returns to correct places in classroom

Practical Life

Care of Environment

Hangs a wet towels and cloths out to dry

Practical Life

Care of Environment

Hand-washes classroom cloths

Practical Life

Care of Environment

Sorts classroom cloths for washing

Practical Life

Care of Environment

Washes classroom cloths in machine

Practical Life

Care of Environment

Rinses clothes that have been washed

w ie

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Practical Life

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••• ••••

2nd 3rd

4th 5th 6th

ID #

183

184

185

186

187

188

189

190

191

192

193

194

195

196

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Hangs washed items out to dry

Practical Life

Care of Environment

Irons cloths

Practical Life

Care of Environment

Helps to care for classroom pets

Practical Life

Care of Environment

Holds classroom pet appropriately

Practical Life

Care of Environment

Provides fresh water for classroom pet

Practical Life

Care of Environment

Feeds classroom pets

Practical Life

Care of Environment

Picks up playground toys and stores correctly

Practical Life

Care of Environment

Cleans playground toys and other equipment

Practical Life

Care of Environment

Notices, and alerts staff, when playground equipment needs repair

Practical Life

Care of Environment

Fills birdfeeder

Practical Life

Care of Environment

Fills birdbath

Practical Life

Care of Environment

Cleans birdbath

Practical Life

Care of Environment

Digs garden beds

Practical Life

Care of Environment

Waters the garden using a watering can - demarcated area

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Practical Life

y

op C

•••• ••• •••• •••• •••• •••• •••• •••• •• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

197

198

199

200

201

202

203

204

205

206

207

208

209

210

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Spreads mulch in garden

Practical Life

Care of Environment

Harvests fruit or vegetable crops as indicated by adult or older child

Practical Life

Care of Environment

Hoes beds

Practical Life

Care of Environment

Prepares soil for planting

Practical Life

Care of Environment

Plants seedlings in small beds

Practical Life

Care of Environment

Plants seeds in small beds

Practical Life

Care of Environment

Rakes lawn or beds

Practical Life

Care of Environment

Removes weeds identified by adult or older child

Practical Life

Care of Environment

Picks up litter, discerning what is litter and appropriate disposal

Practical Life

Care of Environment

Sweeps outside spaces e.g. pathways or deck

Practical Life

Care of Environment

Pushes a wheel barrow containing garden waste

Practical Life

Care of Environment

Waters the garden using a watering can - unlimited area

Practical Life

Care of Environment

Harvests fruit or vegetable crops from garden displaying understanding of when fruits/vegetables are ripe

Practical Life

Care of Environment

Waters the garden using a hose pipe - demarcated area

w ie

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Practical Life

y

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•••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••• •• •••

2nd 3rd

4th 5th 6th

ID #

211

212

213

214

215

216

217

218

219

220

221

222

223

224

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Waters the garden as required displaying judgment as to water needs of various plants

Practical Life

Care of Environment

Identifies weeds and alien plants in school garden and understands why they are a problem

Practical Life

Care of Environment

Verbalizes (and follows) fundamental safety rule regarding eating of plants: Don't eat any plant material unless you know exactly what it is and have been told by an adult that it is safe to eat

Practical Life

Care of Environment

Identifies herbs in school garden and understands their use

Practical Life

Care of Environment

Identifies other plants in school garden and understands their use

Practical Life

Care of Environment

Identifies fruits and vegetables in school garden and understands their use

Practical Life

Care of Environment

Identifies various insects found in school garden and understands their role

Practical Life

Care of Environment

Identifies indigenous plants in the school garden and understands how to preserve them

Practical Life

Classroom skills

Handles books carefully turning pages in a way which will not cause damage

Practical Life

Classroom skills

Arranges books neatly on shelf

Practical Life

Classroom skills

Returns book to shelf, moving other books in order to replace it

Practical Life

Classroom skills

Handles CDs and DVDs carefully not touching surface

Practical Life

Classroom skills

Plays CDs and DVDs

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Practical Life

4th 5th 6th

ID #

225

226

227

228

229

230

231

232

233

234

235

y

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•• •• •••• •••• •••• •••• •••• •• •••• •••• •••• •••• ••••

2nd 3rd

236

237

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Classroom skills

Arranges books on the shelf: according to Dewey, alphabetical or some other classification

Practical Life

Classroom skills

Sharpens pencils when necessary

Practical Life

Classroom skills

Handles scissors effectively and safely

Practical Life

Classroom skills

Uses paper clips or bull-dog clips effectively and appropriately

Practical Life

Classroom skills

Uses a stapler effectively and appropriately

Practical Life

Classroom skills

Uses tape effectively and appropriately

Practical Life

Classroom skills

Uses glue or paste effectively and appropriately

Practical Life

Classroom skills

Puts a rubber band around a stack of cards

Practical Life

Classroom skills

Refills stapler

Practical Life

Meals and food preparation

Sets table for informal meal/snack

Practical Life

Meals and food preparation

Follows procedures for individual snack

Practical Life

Meals and food preparation

Washes hands before preparing food

Practical Life

Meals and food preparation

Follows procedures for group snack.

Practical Life

Grace and courtesy Uses a quiet voice when appropriate

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Practical Life

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•• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

238

239

240

241

242

243

244

245

246

247

248

249

250

251

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Makes eye contact when speaking to someone

Practical Life

Grace and courtesy Uses appropriate language when passing another in a doorway

Practical Life

Grace and courtesy Uses appropriate language when asking for a turn

Practical Life

Grace and courtesy Uses appropriate language when asking for something to be passed

Practical Life

Grace and courtesy Waits for turn in various circumstances

Practical Life

Grace and courtesy Makes a request using "please"

Practical Life

Grace and courtesy Politely refuses an offer

Practical Life

Grace and courtesy Accepts "no" graciously when appropriate

Practical Life

Grace and courtesy Picks something up for someone

Practical Life

Grace and courtesy Asks for an item

Practical Life

Grace and courtesy Asks to borrow something

Practical Life

Grace and courtesy Gives way to another in a doorway

Practical Life

Grace and courtesy Holds a door to let someone pass

Practical Life

Grace and courtesy Knocks on a door before entering

w ie

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Practical Life

y

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•••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

252

253

254

255

256

257

258

259

260

261

262

263

264

265

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Walks around a group

Practical Life

Grace and courtesy Covers mouth when yawning

Practical Life

Grace and courtesy Apologizes or expresses regret when appropriate

Practical Life

Grace and courtesy Asks someone to pass something

Practical Life

Grace and courtesy Displays respect for others' workspace

Practical Life

Grace and courtesy Asks for assistance when appropriate

Practical Life

Grace and courtesy Writes informal notes in appropriate contexts

Practical Life

Grace and courtesy Displays polite assertiveness when disagreeing with another person

Practical Life

Grace and courtesy Expresses gratitude beyond ritual "thank you"

Practical Life

Grace and courtesy Expresses needs clearly and assertively

Practical Life

Grace and courtesy Owns responsibility and expresses regret

Practical Life

Grace and courtesy Expresses own feelings

Practical Life

Grace and courtesy Shakes hands in greeting

Practical Life

Grace and courtesy Judges when to use formal or informal greeting

w ie

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Practical Life

y

op C

•••• •••• •••• •••• •••• •••• •• •• •• •• •• •• •••• ••••

2nd 3rd

4th 5th 6th

ID #

266

267

268

269

270

271

272

273

274

275

276

277

278

279

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Welcomes a guest

Practical Life

Grace and courtesy Introduces self to visitor or new child

Practical Life

Grace and courtesy Introduces others

Practical Life

Grace and courtesy Remembers name of newly introduced person

Practical Life

Grace and courtesy Knows names children in class

Practical Life

Grace and courtesy Displays spontaneous sharing

Practical Life

Grace and courtesy Encourages another child or adult

Practical Life

Grace and courtesy Compliments another child or adult

Practical Life

Grace and courtesy Deals with meanness or conflict assertively and politely

Practical Life

Grace and courtesy Avoids hurting feelings

Practical Life

Grace and courtesy Responds appropriately to invitation to join a group

Practical Life

Grace and courtesy Joins a group quietly without interrupting

Practical Life

Grace and courtesy Interrupts politely and when necessary

Practical Life

Grace and courtesy Asks permission to join a group

w ie

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Practical Life

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• •••• •• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

280

281

282

283

284

285

286

287

288

289

290

291

292

293

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Sits in group

Practical Life

Grace and courtesy Asks to be excused

Practical Life

Grace and courtesy Asks to speak, or waits for turn to speak, as appropriate to context

Practical Life

Grace and courtesy Listens with respect while others speak

Practical Life

Grace and courtesy Replies appropriately to others in group

Practical Life

Grace and courtesy Shares ideas and feelings as appropriate

Practical Life

Grace and courtesy Demonstrates a sensibility to individual and cultural difference

Practical Life

Grace and courtesy Stands in a queue

Practical Life

Grace and courtesy Stops to listen when bell rings/announcement made

Practical Life

Grace and courtesy Participates in conflict resolution processes

Practical Life

Grace and courtesy Makes requests

Practical Life

Grace and courtesy Participates in discussion

Practical Life

Grace and courtesy Questions new suggestions

Practical Life

Grace and courtesy Waits for everyone to be seated at mealtime

w ie

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Practical Life

y

op C

•••• •••• ••• •••• •••• •••• •••• •••• •••• ••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

294

295

296

297

298

299

300

301

302

303

304

305

306

307

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Folds crumbs into a napkin

Practical Life

Grace and courtesy Cleans own place before leaving the table

Practical Life

Grace and courtesy Conducts pleasant conversation at table

Practical Life

Grace and courtesy Cleans a spill at table

Practical Life

Grace and courtesy Offers food to another

Practical Life

Grace and courtesy Politely asks for food to be passed

Practical Life

Grace and courtesy Politely refuses an offer of food

Practical Life

Grace and courtesy Asks to be excused from table

Practical Life

Grace and courtesy Chews with mouth closed while eating

Practical Life

Grace and courtesy Serves others at mealtime

Practical Life

Grace and courtesy Waits for turn and helps self in buffet queue

Practical Life

Care of Environment

Actively participates in maintenance of outdoor play and sports areas and equipment

Practical Life

Care of Environment

Collaborates with staff in planning and implementing protocols for playground safety

Practical Life

Care of Environment

Utilizes a variety of tools and skills to actively participate in maintenance of furnishings in classroom

w ie

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Practical Life

2nd 3rd

4th 5th 6th

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

••• ••• • • • ••••

ID #

308

309

310

311

312

313

314

315

316

317

318

319

320

321

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Utilizes a variety of tools and skills to finish new furniture by sanding and applying appropriate finishes

Practical Life

Care of Environment

Actively participates in maintaining floor surfaces by using appropriate methods

Practical Life

Care of Environment

Actively participates in using a washing machine and tumble dryer to maintain classroom items

Practical Life

Care of Environment

Actively participates in sanitizing dishes or loading and operating a dishwasher

Practical Life

Care of Environment

Utilizes a variety of tools and skills to actively participate in maintenance of the classroom materials on the shelves

Practical Life

Care of Environment

Actively participates in monitoring personal property and classroom property for neatness

Practical Life

Care of Environment

Actively participates in maintaining community supplies

Practical Life

Care of Environment

Actively participates in conserving the classroom materials such as paper, water and so on

Practical Life

Care of Environment

Uses a variety of skills to maintain classroom computers

Practical Life

Care of Environment

Actively participates in caring for domestic or nondomestic animals if appropriate

Practical Life

Care of Environment

Actively participates in caring for indoor plants

Practical Life

Care of Environment

Actively participates in arranging flowers for the classroom

Practical Life

Care of Environment

Uses a variety of tools and skills to actively participate in caring for the outside areas of the classroom

Practical Life

Care of Environment

Uses a variety of tools and skills to actively participate in caring for the school campus

w ie

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Practical Life

2nd 3rd

4th 5th 6th

y

op C

•••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • ••••

ID #

322

323

324

325

326

327

328

329

330

331

332

333

334

335

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Actively participates in the planting of a vegetable garden

Practical Life

Care of Environment

Actively participates in the planting of a wildlife friendly garden

Practical Life

Care of Environment

Actively participates in the maintenance of classroom gardens

Practical Life

Care of Environment

Actively participates in harvesting of vegetables from classroom garden

Practical Life

Care of Environment

Uses a knowledge of organic and sustainable agriculture practices to maintain gardens

Practical Life

Personal Responsibility

Understands the dangers of using electrical implements and handles electrical tools and implements safely - while under adult supervision

Practical Life

Personal Responsibility

Is aware of, and applies, safety protocols when using the internet as per school policy

Practical Life

Personal Responsibility

Participates in activities that pertain to personal grooming and hygiene

Practical Life

Personal Responsibility

Actively participates in maintaining clothing through proper hanging, brushing, mending, hemming, button sewing, shoe cleaning and polishing

Practical Life

Personal Responsibility

Uses a pattern and cloth to make items by hand or by sewing machine

Practical Life

Personal Responsibility

Is able to take care of different fabrics and understands how to remove stains

Practical Life

Personal Responsibility

Understands that different social events have different dress expectations and is able to chose appropriate clothing for these occasions

Practical Life

Personal Responsibility

Is able to pack appropriately for a trip

Practical Life

Personal Responsibility

Is able to perform advanced first aid techniques

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Practical Life

2nd 3rd

4th 5th 6th

y

op C

• • • •••• • • • •••• • • • •••• • • • •••• • •••• • • •••• •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• ••••

ID #

336

337

338

339

340

341

342

343

344

345

346

347

348

349

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Personal Responsibility

Manages an allowance through a budget

Practical Life

Classroom skills: Library & media

Catalogues new books and assigns appropriate reference number /classification.

Practical Life

Going out

Dines at restaurant displaying appropriate manners and protocols: orders meal respectfully, maintains decorum in the setting

Practical Life

Going out

Researches and practices culturally appropriate etiquette for formal meal setting

Practical Life

Going out

Plans a trip for a small group

Practical Life

Going out

Uses a street map to find destination

Practical Life

Going out

Uses GPS co-co-ordinates to find destination

Practical Life

Going out

Uses GPS to find destination from address

Practical Life

Going out

Phones to book an appointment in relation to the trip

Practical Life

Going out

Leaves a message for person to return call

Practical Life

Going out

Arranges an appropriate time and date

Practical Life

Going out

Arranges transport in accordance with schools' protocols

Practical Life

Going out

Arranges for necessary indemnities from parents

Practical Life

Going out

Makes a list of all requirements

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Practical Life

2nd 3rd

4th 5th 6th

y

op C

•••• ••• •••• •••• •••• •••• •••• •••• •••• • •••• •••• •••• •••• ••••

ID #

350

351

352

353

354

355

356

357

358

359

360

361

362

363

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Going out

Calculates costs and arranges funds in accordance with school protocols

Practical Life

Going out

Arranges a small gift for host if appropriate

Practical Life

Going out

Thanks host after trip

Practical Life

Going out

Advises all participants of pertinent facts, protocols, safety issues and expected behavior during trip

Practical Life

Going out

Arranges for chaperone where appropriate

Practical Life

Going out

Takes part in trip planned by another person

Practical Life

Going out

Draws up an emergency plan in respect of trip

Practical Life

Meals and Food Prep

Is able to use and maintain a variety of kitchen appliances

Practical Life

Meals and Food Prep

Plans meals with an understanding of a balanced diet

Practical Life

Meals and Food Prep

Plans different menus for breakfast, lunch dinner and special occasions and holidays

Practical Life

Meals and Food Prep

Follows recipes for food preparation

Practical Life

Meals and Food Prep

Develops a knowledge of different ingredients such as the different varieties of flour or herbs and seasonings

Practical Life

Meals and Food Prep

Reads food labels and understands the significance of the different line items

Practical Life

Meals and Food Prep

Prepares a grocery shopping list

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Practical Life

2nd 3rd

4th 5th 6th

y

op C

• •••• • •••• • • • •••• •• •• • • • •••• •• • •••• • •••• •••• • •••• •••• •••• • ••••

ID #

364

365

366

367

368

369

370

371

372

373

374

375

376

377

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Meals and Food Prep

Measures accurately in both liquid and dry ingredients using appropriate measuring tools

Practical Life

Meals and Food Prep

Sets up appropriately for a casual snack or lunch

Practical Life

Meals and Food Prep

Sets up appropriately for a formal meal

Practical Life

Meals and Food Prep

Serves people appropriately in either a formal or informal manner

Practical Life

Meals and Food Prep

Cleans up appropriately after food preparation and meals

Practical Life

Meals and Food Prep

Prepares a picnic basked for self and one or two others

Practical Life

Meals and Food Prep

Plans, budgets and prepares picnic for groups

Practical Life

Meals and Food Prep

Plans, budgets and prepares tea party for groups

Practical Life

Meals and Food Prep

Adapts quantities in recipes to increase or decrease number of servings in a recipe

Practical Life

Social skills

Demonstrates belief in democratic process

Practical Life

Social skills

Initiates group discussions

Practical Life

Social skills

Chairs a meeting according to method being used

Practical Life

Social skills

Follows rules of order depending on method being used

Practical Life

Social skills

Records minutes of meeting/acts as scribe - informal notes

w ie

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Practical Life

2nd 3rd

4th 5th 6th

• •••• • •••• •••• • •••• • •••• ••• •••• •••• •••• • • • •••• • • • •••• • •••• • • • •••• • •••• R R R R

ID #

378

379

380

381

382

383

384

385

386

y

op C

387

388

389

390

391

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Social skills

Records minutes of meeting/acts as scribe - formal minutes

Practical Life

Social skills

Acts as time-keeper for meeting

Practical Life

Social skills

Draws up a meeting agenda

Practical Life

Social skills

Suggests agenda items

Practical Life

Social skills

Votes on matters in meeting

Practical Life

Social skills

Represents class in whole-school meetings

Practical Life

Social skills

Raises points of order

Practical Life

Social skills

Considers and suggests amendments to procedures

Practical Life

Social skills

Participates in formulating classroom and school rules / guidelines and protocols

Practical Life

Social skills

Addresses chair in formal meeting

Practical Life

Social skills

Makes responsible choices in varied contexts

Practical Life

Social skills

Accepts responsibility for own behavior

Practical Life

Social skills

Explains role of planning in solving problems

Practical Life

Social skills

Facilitates conflict resolution processes

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Practical Life

2nd 3rd

4th 5th 6th

y

op C

•• • •••• •••• • • • •••• • • • •••• • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • ••••

ID #

392

393

394

395

396

397

398

399

400

401

402

403

404

405

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Social skills

Participates as an audience member with respect and courtesy

Practical Life

Social skills

Actively participates in upholding the classroom contract and encouraging others to do so

Practical Life

Social skills

Actively participates in own work plan and develops according to teacher guidance and own self-interests

Practical Life

Social skills

Prioritizes time wisely to meet own and others' needs

Practical Life

Social skills

Displays self-reliance when working independently

Practical Life

Social skills

Follows through on commitments towards both work and others

Practical Life

Social skills

Shows satisfaction in meaningful work

Practical Life

Social skills

Respectfully justifies choices made in various contexts

Practical Life

Social skills

Uses an objective approach towards problem solving

Practical Life

Social skills

Actively participates as a positive team player in small group or large group settings

Practical Life

Social skills

Displays a commitment to ethical behavior

Practical Life

Social skills

Positively influences others behavior

Practical Life

Social skills

Is able to reserve judgment about others no matter the circumstance

Practical Life

Social skills

Is able to change mind in light of new information

w ie

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Practical Life

2nd 3rd

4th 5th 6th

y

op C

• • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • •••• • •••• • ••••

ID #

406

407

408

409

410

411

412

413

414

415

416

417

418

419

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Time Management

Is able to work within expected guidelines and does so appropriately

Practical Life

Time Management

Is able to follow through on directions given one-onone

Practical Life

Time Management

Is able to follow through on directions given in a group

Practical Life

Time Management

Is able to work on a short-term project and successfully complete the task either individually or in a group

Practical Life

Time Management

Is able to work on a long-term project and successful complete the task either individually or in a group

Practical Life

Time Management

Is able to design a project, develop outcomes and follow through appropriately

Practical Life

Time Management

Is able to work independently and plan entire week without any teacher direction

Practical Life

Time Management

Is able to work successfully and independently after meeting with teacher and having been given the exit outcomes for all subjects for the semester

Practical Life

How to Run a Business

Participates in the development of a business strategy to establish a small business

Practical Life

How to Run a Business

Participates in the decision making process regarding how profits might be used

Practical Life

How to Run a Business

Participates in the development of a budget for a small business

Practical Life

How to Run a Business

Participates in purchasing or developing product for a small business

Practical Life

How to Run a Business

Participates in the day-to-day operations of the business

Practical Life

How to Run a Business

Participates in the reconciliation of account for the business

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Practical Life

2nd 3rd

4th 5th 6th

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• • •••• • • •••• • •••• • • •••• • •••• ••• ••• •• •••• •••• •••• •••• •••• ••••

ID #

420

421

422

423

424

425

426

427

428

429

430

431

432

433

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Discrimination of Size 1

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 1

Sensorial

Discrimination of Size 1

Places cylinders in correct sockets using visual and stereognostic sense: Block 2

Sensorial

Discrimination of Size 1

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 3

Sensorial

Discrimination of Size 1

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 4

Sensorial

Discrimination of Size 1

Works with any two blocks together, placing cylinders in correct sockets using visual and stereognostic sense

Sensorial

Discrimination of Size 1

Works with any three blocks together, placing cylinders in correct sockets using visual and stereognostic sense

Sensorial

Discrimination of Size 1

Works with all four blocks together, placing cylinders in correct sockets using visual and stereognostic sense

Sensorial

Discrimination of Size 1

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 2

Works with materials as presented, placing cubes in relation to one another to demonstrate visual discrimination of size in three dimensions

Sensorial

Discrimination of Size 2

Uses smallest cube to indicate unit of difference

Sensorial

Discrimination of Size 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 2

Identifies and describes cubes according to size

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Sensorial

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••• ••• ••• ••• ••• ••• ••• •• •• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Discrimination of Size 2

Uses language to describe size in context

Sensorial

Discrimination of Size 3

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of width

Sensorial

Discrimination of Size 3

Uses narrowest prism to indicate unit of difference

Sensorial

Discrimination of Size 3

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 3

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 3

Identifies and describes prisms according to width

Sensorial

Discrimination of Size 3

Uses language to describe width context

Sensorial

Discrimination of Size 4

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 4

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 5

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of length

Sensorial

Discrimination of Size 5

Uses shortest rod to indicate unit of difference

Sensorial

Discrimination of Size 5

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 5

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 5

Identifies and describes rods according to length

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Sensorial

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2nd 3rd

4th 5th 6th

ID #

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Discrimination of Size 5

Uses language to describe length in context

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: yellow set

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: red set

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: blue set

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: green set

Sensorial

Discrimination of Size 6

Combines any two sets of cylinders demonstrating an ability to relate the sets to one another

Sensorial

Discrimination of Size 6

Combines any three sets of cylinders demonstrating an ability to relate the sets to one another

Sensorial

Discrimination of Size 6

Combines four sets of cylinders demonstrating an ability to relate the sets to one another

Sensorial

Discrimination of Size 6

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 6

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 6

Uses language of size, length and width correctly in a variety of contexts

Sensorial

Color 1

Works with materials as presented, to pair red, yellow and blue tablets

Sensorial

Color 1

Identifies and describes colors in Color box 1

Sensorial

Color 2

Works with materials as presented, to match primary, secondary, black, white, grey pink and brown color tablets to one another

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Sensorial

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•••• •••• •••• •••• •••• •••• •••• •••• ••• ••• ••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

29

30

31

32

33

34

35

36

37

38

39

40

41

42

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Color 2

Identifies and describes colors in Color box 2

Sensorial

Color 2

Works with materials as presented, to match various shades of 8 colors

Sensorial

Color 3

Grades tints and tones of various shades, as presented, one color at a time

Sensorial

Color 3

Grades tints and tones of various shades, as presented, multiple or all colors together

Sensorial

Color 3

Uses art materials (pencils, paints) to recreate grades of color, for e.g. with design insets

Sensorial

Color 3

Uses materials to mix tints, tones and secondary colors

Sensorial

Color 3

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Color 3

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Color 3

Identifies and describes grades of light or dark

Sensorial

Color 3

Uses extended language of color in relation to tablets in color box 3

Sensorial

Color 3

Uses language to describe color in context.

Sensorial

Weight 1

Works with materials as presented, to match tablets of the same weight

Sensorial

Weight 1

Works with materials as presented, to grade tablets of the same weight

Sensorial

Weight 1

Combines and uses material in novel ways that demonstrate articulation

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Sensorial

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•••• •• ••• ••• •• •• •• •• ••• •• •• ••• ••• ••

2nd 3rd

4th 5th 6th

ID #

43

44

45

46

47

48

49

50

51

52

53

54

55

56

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Weight 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Weight 1

Identifies & describes grades of weight

Sensorial

Weight 1

Uses language to describe weight in context

Sensorial

Temperature 1

Works with materials as presented to pair tablets made of different materials according to thermic qualities

Sensorial

Temperature 1

Identifies and describes thermic qualities of the different materials

Sensorial

Temperature 2

Refines thermic sense by pairing bottles of the same temperature

Sensorial

Temperature 2

Grades bottles according to temperature.

Sensorial

Temperature 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Temperature 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Temperature 2

Identifies and describes grades of temperature

Sensorial

Temperature 2

Uses language to describe temperature in context

Sensorial

Taste

Works with materials as presented to pair bottles of liquid according to taste

Sensorial

Taste

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Taste

Combines and uses material in novel ways that demonstrate naturalization

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Sensorial

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2nd 3rd

4th 5th 6th

ID #

57

58

59

60

61

62

63

64

65

66

67

68

69

70

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Taste

Identifies and describes tastes

Sensorial

Taste

Uses language to describe tastes in context

Sensorial

Shape 1

Pairs identical images

Sensorial

Shape 2

Explores features of geometric solid forms using visual and stereognostic senses

Sensorial

Shape 2

Categorizes solid forms into various sets according to faces

Sensorial

Shape 2

Matches geometric solid forms to plane bases

Sensorial

Shape 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 2

Identifies and names geometric solid forms

Sensorial

Shape 2

Uses correct vocabulary to name and describe geometric forms in context

Sensorial

Shape 3

Explores triangle, circle and square through visual and stereognostic senses

Sensorial

Shape 3

Matches geometric figures to solid plane figures

Sensorial

Shape 3

Matches geometric figures to thick line figures

Sensorial

Shape 3

Matches geometric figures to thin lined figures on cards

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Sensorial

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••• ••• ••• ••• ••• ••• •• •• ••• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

71

72

73

74

75

76

77

78

79

80

81

82

83

84

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Shape 4

Explores circles through through visual and stereognostic senses

Sensorial

Shape 4

Explores triangles through visual and stereognostic senses

Sensorial

Shape 4

Explores quadrilaterals through visual and stereognostic senses

Sensorial

Shape 4

Explores rectangles through visual and stereognostic senses

Sensorial

Shape 4

Explores regular polygons through visual and stereognostic senses.

Sensorial

Shape 4

Explores curvilinear figures through visual and stereognostic senses

Sensorial

Shape 4

Works independently with individual drawers and card sets to demonstrate ability to match plane figures to each level of card.

Sensorial

Shape 5

Works with multiple drawers to refine visual and stereognositc discrimination of plane figures

Sensorial

Shape 5

Works independently with multiple drawers and card sets to demonstrate ability to match plane figures to each level of card.

Sensorial

Shape 5

Matches and sorts geometric figures and cards to form large matrixes classified by shape and type (solid, thick or think lines)

Sensorial

Shape 5

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 5

Classifies shapes according to various categories as represented on geometric control sheet

Sensorial

Shape 6

Identifies and names geometric plane figures: Presentation tray

Sensorial

Shape 6

Identifies and names geometric plane figures: Regular polygons

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Sensorial

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••• ••• ••• ••• ••• ••• ••• ••• ••• •• •• •• ••• •••

2nd 3rd

4th 5th 6th

ID #

85

86

87

88

89

90

91

92

93

94

95

96

97

98

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Shape 6

Identifies and names geometric plane figures: Quadrilaterals

Sensorial

Shape 6

Identifies and names geometric plane figures: Rectangles (incl. square)

Sensorial

Shape 6

Identifies and names geometric plane figures: types of triangles

Sensorial

Shape 6

Identifies and names geometric plane figures: Curvilinear forms

Sensorial

Shape 6

Uses correct vocabulary to name and describe geometric plane figures in context

Sensorial

Shape 7

Copies repeating patterns - linear

Sensorial

Shape 7

Constructs own repeating patterns - linear

Sensorial

Shape 7

Copies repeating patterns - two dimensional array

Sensorial

Shape 7

Constructs own repeating patterns - two dimensional array

Sensorial

Shape 7

Copies tessellating patterns

Sensorial

Shape 7

Constructs own tessellating patterns

Sensorial

Shape 7

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 7

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 8

Explores how equilateral triangles can be constructed from other triangles

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Sensorial

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••• ••• ••• ••• •••• •• •• •• •• •• •• •• •• •••

2nd 3rd

4th 5th 6th

ID #

99

100

101

102

103

104

105

106

107

108

109

110

111

112

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Shape 8

Explores how various triangles that form a hexagon can be combined to form other plane figures

Sensorial

Shape 8

Explores how a hexagon is made up from a combination of obtuse triangles and how these are combined to make different plane figures

Sensorial

Shape 8

Explores how various triangles combine to make other plane figures

Sensorial

Shape 8

Freely explores how various triangles combine to make other plane figures

Sensorial

Shape 8

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 8

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 8

Explores congruency, equivalency and similarity

Sensorial

Shape 8

Constructs various stars and diaphragms

Sensorial

Shape 9

Explores various permutations of superimposed plane figures

Sensorial

Shape 9

Explores various permutations of superimposed plane figures

Sensorial

Shape 9

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 9

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Form & color

Constructs binomial cube as presented

Sensorial

Form & color

Classifies prisms of binomial cube, laying prisms to represent the binomial equation

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••• ••• ••• ••• •• •• •• •• •• •• •• •• •••• •••

2nd 3rd

4th 5th 6th

ID #

113

114

115

116

117

118

119

120

121

122

123

124

125

126

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Form & color

Classifies prisms of trinomial cube, laying prisms to represent the trinomial equation

Sensorial

Form & color

Retells the story of the kings to another child using the binomial or trinomial cube

Sensorial

Smell

Works with materials as presented to pair bottles of according to aroma

Sensorial

Smell

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Smell

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Smell

Identifies aromas

Sensorial

Smell

Names aromas

Sensorial

Smell

Uses language to describe aroma in context

Sensorial

Stereognostic

Works with materials as presented matching objects using stereognostic sense

Sensorial

Stereognostic

Works with materials as presented matching objects using stereognostic sense

Sensorial

Stereognostic

Sorts objects such as large buttons or beans according to size using stereognostic sense

Sensorial

Stereognostic

Sorts objects such as small buttons or pulses according to size using stereognostic sense

Sensorial

Stereognostic

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Stereognostic

Combines and uses material in novel ways that demonstrate naturalization

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Sensorial

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••• •• •• •• •• ••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

127

128

129

130

131

132

133

134

135

136

137

138

139

140

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Tactile 1

Works with materials as presented, to experience rough and smooth textures

Sensorial

Tactile 1

Works with materials as presented, to distinguish rough and smooth textures

Sensorial

Tactile 1

Works with materials as presented, to distinguish gradations of rough textures

Sensorial

Tactile 1

Works with materials as presented, to distinguish gradations of smooth textures

Sensorial

Tactile 1

Works with materials as presented, to match various rough textures

Sensorial

Tactile 1

Works with materials as presented, to match various smooth textures

Sensorial

Tactile 1

Works with materials as presented, to grade rough textures

Sensorial

Tactile 1

Works with materials as presented, to grade smooth textures

Sensorial

Tactile 1

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Tactile 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Tactile 1

Identifies and names grades of rough

Sensorial

Tactile 1

Identifies and names grades of smooth

Sensorial

Tactile 1

Uses language to describe texture in context

Sensorial

Tactile 2

Works with materials as presented, to pair different types of fabric according to textures

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Sensorial

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•••• •••• •••• •••• •••• •••• ••• ••• •• •• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

141

142

143

144

145

146

147

148

149

150

151

152

153

154

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Tactile 2

Names types of fabric

Sensorial

Tactile 2

Uses language to name various fabrics

Sensorial

Tactile 2

Uses language to name and describe fabrics in context

Sensorial

Sound 1

Pairs cylinders according to sound

Sensorial

Sound 1

Grades one set of cylinders according to sound

Sensorial

Sound 1

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Sound 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Sound 1

Identifies and describes grades of volume of sound

Sensorial

Sound 1

Uses correct vocabulary to describe the volume of sounds in context

Sensorial

Sound 2

Handles bells carefully and appropriately

Sensorial

Sound 2

Pairs corresponding bells

Sensorial

Sound 2

Grades bells according to C-Major scale

Sensorial

Sound 2

Pairs corresponding bells

Sensorial

Sound 2

Grades full set of bells

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Sensorial

2nd 3rd

op C

•••• •••• •• •••• ••• ••• ••• ••• •••

y

••• ••• ••• •••

4th 5th 6th

ID #

155

156

157

158

159

160

161

162

163

164

165

166

167

168

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Sound 2

Sings notes played on bells - either in a single syllable, tonic solfa or naming notes

Sensorial

Sound 2

Composes own melody on bells.

Sensorial

Sound 2

Copies a random series of notes played by another

Sensorial

Sound 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Sound 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Sound 2

Identifies and names grades of pitch

Sensorial

Sound 2

Identifies and names notes on C-major scale

Sensorial

Sound 2

Identifies land names notes on tonic solfa scale

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Sensorial

2nd 3rd

••• •• •• •• •• •• •• ••

4th 5th 6th

ID #

169

170

171

172

173

174

175

176

y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language enrichment: Vocabulary development

Expands vocabulary through three period lessons given by adult, or through conversation with other children

Language Arts

Language enrichment: Vocabulary development

Views and discusses cards with adult or another child

Language Arts

Language enrichment: Vocabulary development

Learns the names of the items depicted by the images by means of a three period lesson

Language Arts

Language enrichment: Vocabulary development

Sorts image cards underneath corresponding scene images

Language Arts

Language Engages in verbal question and answer games of enrichment: Speech increasing complexity

Language Arts

Language Shares observations, news and ideas with the group enrichment: Speech or individually

Language Arts

Language Participates in singing rhymes and song enrichment: Speech

Language Arts

Language Tells short stories in group time enrichment: Speech

Language Arts

Language Participates in word and sound games (rhymes, word enrichment: Speech play, riddles etc.)

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): one object in hand

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): more than one sound, limited space

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): larger unlimited area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): entire visible area

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Language Arts

op C

•••• •••• •••• •••• •••• •••• •••• ••• ••• ••• ••• ••• ••

2nd 3rd

R

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

y R

11

R

12

R

13

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): limited area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): entire visible area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the internal sounds in words (40/44 key sounds): in entire visible area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate any sound (40/44 key sounds): entire visible area

Language Arts

Handwriting: Preparation 1

Has developed fine motor control in preparation for handwriting through the various sensorial preliminary exercises

Language Arts

Handwriting: Preparation 1

Feels sandpaper letters using a light continuous movement of the index and middle fingers of the dominant hand

Language Arts

Handwriting: Preparation 1

Associates the letter sound with the symbol which represents it through playing an "I Spy game" or participating in "three period lessons"

Language Arts

Handwriting: Preparation 2

Works with metal insets as presented drawing an outline with the metal frame, then placing the inset over the outline and drawing another identical outline in a different color

Language Arts

Handwriting: Preparation 2

Fills in outline drawn with either frame or inset, with a zig zag pattern/ or colors in

Language Arts

Handwriting: Preparation 2

Draws a design by rotating the inset or frame and shades

Language Arts

Handwriting: Preparation 2

Draws more advanced designs using two or more frames or insets

Language Arts

Handwriting: Preparation 2

Designs a longer pattern with repeating shapes and shades

Language Arts

Handwriting: Preparation 2

Draws a design by rotating the inset or frame on the diagonal

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Language Arts

•• •• •• •• ••• ••• ••• ••• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

R

14

R

15

R

16

R

R

17

18

19

20

21

op C

22

23

24

y R

25

R

26

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting: Preparation 2

Creates various shades of colors when shading designs

Language Arts

Handwriting: Preparation 2

Demonstrates control of the pencil when tracing an object and creating designs

Language Arts

Handwriting: Preparation 3

Return letters to correct space in the box (this is a preparatory exercise that is simply an exercise in visual discrimination)

Language Arts

Handwriting: Preparation 3

Uses LMA to build (encode) words he thinks of himself

Language Arts

Handwriting: Preparation 3

Uses LMA to build (encode) phrases or sentences he thinks of himself

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, and sentences

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, sentences, paragraphs and short stories

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, sentences, paragraphs and short stories

Language Arts

Handwriting: Preparation 4

Practices writing individual numbers and letters, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 4

Writes individual letters with pencil and paper, first tracing the sandpaper symbol

Language Arts

Handwriting: Preparation 4

Writes families of letters with similar shapes, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 4

Writes families of letters with similar shapes, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 5

Places letters of the small moveable alphabet between double lines correctly positioning ascenders and descenters

Language Arts

Handwriting: Preparation 5

Practices writing individual numbers and letters with correct placement of ascenders and descenders.

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Language Arts

2nd 3rd

••• ••• ••• •• ••• ••• •• ••• ••• •• •• •• •• ••• R

4th 5th 6th

ID #

27

R

28

29

30

31

32

33

34

35

y

op C

36

37

38

39

40

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting: Preparation 6

Sorts letters of the small moveable alphabet into three groups according to ascenders and descenders, and checks own work by placing the letters in rows on the lined board

Language Arts

Handwriting: Preparation 6

Sorts the single letter sandpaper letters into three groups accoding to ascenders and descenders, then writes the letters on lined paper after tracing each letter

Language Arts

Handwriting: Preparation 6

Writes, on lined paper, all twenty five single letters after tracing the corresponding sandpaper letters

Language Arts

Handwriting: Preparation 7

Traces each of the 26 capital letters, associating the letter with the sound it represents

Language Arts

Handwriting: Preparation 7

Traces each of the 26 capital letters, associating the letter with its name

Language Arts

Handwriting: Preparation 7

Pairs the sandpaper Capitals with the corresponding lower case letters

Language Arts

Reading: Words 1

Begins to decipher words that have been build with the LMA, or in a book etc.

Language Arts

Reading: Words 1

Silently reads word as they are written by directress and places them next to the correct object.

Language Arts

Reading: Words 1

Works independently with object box 1, reading simple words which are phonetically spelt with sounds represented by only one letter.

Language Arts

Reading: Words 1

Silently reads words as they are written by directress and performs the correct action.

Language Arts

Reading: Words 1

Works independently with Activity words set 1, reading the words and performing the actions.

Language Arts

Reading: Words 1

Silently reads words containing 12 key sounds, as they are written by the directress, and places then next to the correct object or picture.

Language Arts

Reading: Words 1

Works independently with object box 2, silently reads words containing 12 key sounds, and places then next to the correct object or picture.

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Language Arts

4th 5th 6th

ID #

R

41

R

42

R

43

R

44

R

45

R

46

47

48

op C

•• •• •• •• •• •• ••• •• ••• •• ••• ••• •••

2nd 3rd

49

50

y

51

R

52

R

53

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Reading: Words 1

Silently reads words containing 12 key sounds, as they are written by the directress, and performs the appropriate action

Language Arts

Reading: Words 1

Silently reads words containing double letter phonograms and performs the appropriate actions

Language Arts

Reading: Words 1

Silently reads puzzle words after receiving three period lesson.

Language Arts

Reading: Books

Silently reads little handmade books

Language Arts

Reading: Alphabet

Displays a knowledge of the names of the letters of the alphabet

Language Arts

Reading: Alphabet

Can say the names of the letters of the alphabet in order

Language Arts

Reading: Alphabet

Names a letter of the alphabet when shown the corresponding symbol

Language Arts

Reading: Key sounds

Recognizes symbols on outside of key sound folders as being represented by sandpaper letters and double letters and can say corresponding sounds

Language Arts

Reading: Key sounds

Reads booklets in key sound folders

Language Arts

Reading: Key sounds

Sorts card from any two folders to show that he has memorized the various families of phonograms

Language Arts

Reading: Key sounds

Sorts cards from all 14 folders to show that he has memorized the various families of phonograms

Language Arts

Reading: Key sounds

Writes all fourteen key sounds and corresponding phonograms.

Language Arts

Reading: Key sounds

Uses dictionary of phonograms when he encounters unknown words in parallel reading activities.

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Language Arts

4th 5th 6th

ID #

R

54

R

55

R

56

R

57

R

58

R

59

R

60

R

61

R

62

R

63

R

64

y

op C

••• ••• •• •• ••• •• •• ••• ••• •• •• •• ••

2nd 3rd

R

65

R

66

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Reading: Words 2

Silently reads puzzle words after receiving three period lesson and being made aware of especially interesting aspects. Child demonstrates and interest in and awareness of these points of interest.

Language Arts

Reading

Reads words using multiple sets of cards, sorted into different categories.

Language Arts

Reading

Reads definitions using multiple sets of cards, sorted into different categories.

Language Arts

Reading

Reads simple sentences (command cards)

Language Arts

Reading

Reads compound sentences with understanding (command cards)

Language Arts

Reading

Reads complex sentences with understanding (command cards)

Language Arts

Reading

Reads to others with enjoyment, style and assurance

Language Arts

Reading

Reads magazines

Language Arts

Reading

Reads more complex children's books

Language Arts

Reading

Reads poetry with enjoyment, style, assurance, and understanding

Language Arts

Function of Words:1

Participates in function games at a verbal (nonwritten) level

Language Arts

Function of Words:1

Displays an awareness of words which name things through game involving fetching objects.

Language Arts

Function of Words:1

Displays an awareness of words which name things through game involving fetching objects. Pick up a pig; give me the dog]

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Language Arts

2nd 3rd

4th 5th 6th

•• ••• •• ••• ••• ••• ••• • ••••• ••••• • ••••• ••• ••• •••

ID #

R

67

R

68

R

69

70

71

72

73

74

76

77

y

op C

75

78

79

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Function of Words:1

Displays an awareness of words which describe things through game involving objects. give me the pink pig, move the brown cow]

Language Arts

Function of Words:1

Displays an awareness of the use of conjunctions as a means of joining phrases

Language Arts

Function of Words:1

Displays an awareness of the use of prepositions. "Move the cow behind the horse"

Language Arts

Function of Words:1

Displays an awareness of the use of verbs through games with the farm. "Show me how the dog runs"

Language Arts

Function of Words:1

Displays an awareness of the use of pronouns through games with the farm. "There is a pink pig. Please pass it to me"

Language Arts

Dictation

Reads words from booklets while another child takes dictation

Language Arts

Dictation

Takes dictation from another child reading from the phonogram booklets

Language Arts

Reading of Words: 4

Reads words in noun box and brings related objects to the workmat

Language Arts

Reading of Words: 4

Reads words and places the labels next to objects in the environment

Language Arts

Reading of Words: 4

Reads words and performs the actions

Language Arts

Reading of Words: 4

Reads words and moves to place own body in relation to an object (for e.g. card reads "over" - child stands on mat, card reads "under" child goes under a table etc.)

Language Arts

Function of Words:2

Is able to recognize words that are nouns and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize the three articles found in the English language and how they function in a sentence

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Language Arts

4th 5th 6th

ID #

80

81

82

83

84

R

85

R

86

R

87

R

88

R

89

R

90

y

op C

••• ••• ••• ••• ••• •• •• ••• ••• ••• ••• ••• •••

2nd 3rd

R

91

R

92

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Function of Words:2

Is able to recognize words that are adjectives and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are conjunctions and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are prepositions and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are verbs and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are pronouns and how they function in a sentence

Language Arts

Word study 1

Reads and matches the names of animals with their homes

Language Arts

Word study 1

Reads and matches the names of animals with their sounds

Language Arts

Word study 1

Reads and matches the names of animals with their young

Language Arts

Word study 1

Reads and matches words to create compound words

Language Arts

Word study 1

Reads and sorts words into corresponding sets of positive, comparative and superlative

Language Arts

Word study 1

Reads and pairs collective nouns with the corresponding noun

Language Arts

Word study 1

Reads and pairs collective nouns with the corresponding noun

Language Arts

Word study 1

Demonstrates an understanding of concept of singular and plural

Language Arts

Word study 1

Reads and categorizes words according to singular and plural

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Language Arts

2nd 3rd

••• ••• •••• ••••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •••

4th 5th 6th

ID #

R

93

R

94

R

R

95

R

96

97

98

99

100

101

y

op C

102

103

104

105

106

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Reads and categorizes words according to masculine and feminine

2nd 3rd

4th 5th 6th

•••

ID #

Language Arts

Word study 1

Language Arts

Function of Words: Plays the detective adjective game with adult or other 3 children to demonstrate an understanding of the rule of adjectives in describing objects

Language Arts

Composition 1

Child composes one word answers with a moveable alphabet in response to a question asked by the teacher

109

Language Arts

Composition 1

Composes phrases with spaces separating individual words

110

Language Arts

Composition 1

Child composes stories with m.a. and asks directress to correct spelling before writing the story on paper.

Language Arts

Composition 1

Composes sentences with punctuation

Language Arts

Composition 1

Transcribes own sentences and stories (pencil and paper)

Language Arts

Composition 1

Reads own stories to group during story time

Language Arts

Speaking and Listening Skills 1

Is able to express ideas logically, succinctly and politely

Language Arts

Speaking and Listening Skills 1

Delivers well-organized oral reports

Language Arts

Speaking and Listening Skills 1

Recites short poems, songs, and rhymes from memory

Language Arts

Speaking and Listening Skills 1

Tells stories in logical sequence

Language Arts

Speaking and Listening Skills 1

Participates with others in choric reading

Language Arts

Speaking and Listening Skills 1

Presents formal speeches to demonstrate, inform, or to entertain

107

108

w ie

ev Pr

111

112

113

114

•••• • ••••• • • • • •••• ••• • ••• ••••

R R R 115

op C

116

R 117

y

R R R R R 118 R R 119

120

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Speaking and Listening Skills 1

Participates in informal dialogue

Language Arts

Speaking and Listening Skills 1

Reads' a dramatic part in a play

Language Arts

Speaking and Listening Skills 1

Conducts an interview

Language Arts

Speaking and Listening Skills 2

Follows oral instructions

Language Arts

Speaking and Listening Skills 2

Follows: Simple 1-2 step commands

Language Arts

Speaking and Listening Skills 2

Follows: Complex 3-5 step commands

Language Arts

Speaking and Listening Skills 2

Listens purposefully and responds appropriately in conversation

Language Arts

Speaking and Listening Skills 2

Listens for details and answers questions about information presented orally or in a story

Language Arts

Speaking and Listening Skills 2

Names the characters in a story

Language Arts

Speaking and Listening Skills 2

Identifies a character’s traits or behaviors

Language Arts

Speaking and Listening Skills 2

Identifies a character’s feelings

Language Arts

Speaking and Listening Skills 2

Retells a story or restate directions

Language Arts

Speaking and Listening Skills 2

Summarizes the plot of a story

Language Arts

Speaking and Listening Skills 2

Indicates the chronological order of events

2nd 3rd

4th 5th 6th

• • ••••• • • ••••• •••• • ••••• ••• •••• ••••• • • • • ••••• • ••••• •••• • • • • ••• • ••••• •••• •••••

ID #

121

122

123

R R R 124

w ie

ev Pr

R

125

R R R R 126 R R R R 127

128

R R R 129

y

op C

R R R 130 R R 131

R R R 132 R 133

R R R R 134

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Speaking and Listening Skills 2

Identifies the cause of an event

Language Arts

Speaking and Listening Skills 2

Explains the problem that a character faces and how he/she resolves it.

Language Arts

Speaking and Listening Skills 2

Makes reasonable predictions about what will happen next in a story

Language Arts

Speaking and Listening Skills 2

Identifies the speakers in a dialogue

Language Arts

Speaking and Listening Skills 2

Identifies to whom a pronoun is referring

Language Arts

Handwriting 1

Has mastered the ability to write in the school's chosen font: Lower case letters

Language Arts

Handwriting 1

Has mastered the ability to write in the school's chosen font: Upper case letters

Language Arts

Handwriting 1

Has mastered the ability to space letters appropriately within a word when writing in The School's chosen font

Language Arts

Handwriting 1

Has mastered the ability to leave appropriate space between words when writing in the school's chosen font

Language Arts

Handwriting 2

Has mastered the ability to write in cursive form: Lower case letters

Language Arts

Handwriting 2

Has mastered the ability to write in cursive form: Upper case letters

Language Arts

Handwriting 2

Has mastered the ability to space letters appropriately within a word when writing in cursive form

Language Arts

Handwriting 2

Has mastered the ability to leave appropriate space between words when writing when writing in cursive form

Language Arts

Handwriting 2

Writes cursive smoothly and easily

w ie

ev Pr

Language Arts

2nd 3rd

4th 5th 6th

• • • • ••••• • • • • •••• ••••• ••••• ••••• ••• ••• •• •• •••• •••• •••• •••• • •••

ID #

135

R 136

R R R 137 R R R 138 R R R 139

R R

140

R R

141

R R

142

R R

143

y

op C

144

145

146

147

R R 148

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting 3

Chooses to use decorative writing in preparing attractive papers, notes, letters, and reports

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the article in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the noun in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the adjective in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the verb in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the preposition in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the adverb in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the pronoun in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the conjunction in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the interjection in a sentence

Language Arts

Function of Words: Adverbs: Is able to recognize words that are adverbs 2 and how they function in a sentence

Language Arts

Sentence Analysis

Understand what makes up a simple sentence by using charts 1 & 2

Language Arts

Sentence Analysis

Analyzes simple sentences by using charts 1 & 2

Language Arts

Sentence Analysis

Constructs a simple sentence by using the sentence analysis guides

w ie

ev Pr

Language Arts

2nd 3rd

op C

••• ••• ••• ••• •• •• •• •• •• •• • • ••

4th 5th 6th

ID #

•••

149

150

151

152

153

154

155

156

157

158

159

R R

160

R R R

161

R R

162

y

R

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Sentence Analysis

Understands what makes up complex sentences and the variety of adverbial extensions by using charts 3-5

Language Arts

Sentence Analysis

Analyzes complex sentences and sentences that contain a variety of adverbial extensions by using charts 3-5

Language Arts

Sentence Analysis

Constructs complex sentences and sentences that contain adverbial extensions by using the sentence analysis materials

Language Arts

Grammar Study

Identifies the different types of nouns

Language Arts

Grammar Study

Identifies the different types of adjectives

Language Arts

Grammar Study

Identifies the different types of verbs

Language Arts

Grammar Study

Identifies the different types of pronouns

Language Arts

Grammar Study

Identifies the different types of adverbs

Language Arts

Grammar Study

Conjugates common regular verbs

Language Arts

Grammar Study

Conjugates common irregular verbs

Language Arts

Grammar Study

Declines personal pronouns

Language Arts

Sentence Diagrams Diagrams simple sentences

Language Arts

Sentence Diagrams Diagrams compound sentences

Language Arts

Sentence Diagrams Diagrams complex sentences

4th 5th 6th

••• ••• ••• •••• ••• ••• ••• ••• ••• ••• ••••• •• •• ••

ID #

R 163 R 164 R 165

w ie

ev Pr

Language Arts

2nd 3rd

166

167

168

169

170

171

y

op C

172

173

174

175

176

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Sentence Diagrams Diagrams the main clause and subordinate clauses in a sentence

Language Arts

Sentence Diagrams Diagrams the various complements in a sentence

Language Arts

Reading/Compreh Summarizes the plot of a story ension 1

Language Arts

Reading/Compreh Names the characters in a story ension 1

Language Arts

Reading/Compreh Identifies a character’s traits or behaviors ension 1

Language Arts

Reading/Compreh Identifies the cause of an event ension 1

Language Arts

Reading/Compreh Identifies a character’s feelings ension 1

Language Arts

Reading/Compreh Indicates the chronological order of events ension 1

Language Arts

Reading/Compreh Explains the problem that a character faces and how ension 1 he/she resolves it

Language Arts

Reading/Compreh Makes reasonable predictions about what will happen ension 1 next in a story

Language Arts

Reading/Compreh Identifies the main idea in a short essay ension 1

Language Arts

Reading/Compreh Identifies the speakers in a dialogue ension 1

Language Arts

Word Study: 2

Identifies and use compound words

Language Arts

Word Study: 2

Identifies and use contractions

2nd 3rd

4th 5th 6th

•• •• • • ••• •••• • • ••••• • • •••• • •••• • ••• • ••••• • ••••• • •••• • • ••• •• • •••

ID #

177

178

R R 179

R R R 180

ev Pr

181

R 182

w ie

R 183

R R 184

185

op C

186

R 187

y

R R 188

R R R R R 189 R R 190

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Word Study: 2

Identifies and use prefixes

Language Arts

Word Study: 2

Identifies and use suffixes

Language Arts

Word Study: 2

Identifies and use antonyms

Language Arts

Word Study: 2

Identifies and use synonyms

Language Arts

Word Study: 2

Identifies and use homophones

Language Arts

Word Study: 2

Identifies and use hyphenated words

Language Arts

Word Study: 2

Identities common acronyms

Language Arts

Word Study: 2

Identifies common contractions

Language Arts

Word Study: 2

Identifies common abbreviations

Language Arts

Word Study: 2

Solves simple crossword puzzles

Language Arts

Word Study: 2

Solves advanced elementary crossword puzzles

Language Arts

Spelling 1

Spells the words appropriate to level

Language Arts

Spelling 2

Spells correctly when writing: Simple sentences

Language Arts

Spelling 2

Spells correctly when writing: Complex sentences

2nd 3rd

4th 5th 6th

• ••• • • ••• • • ••• • • ••• • ••• •••• ••• ••••• ••••• ••••• ••• • ••••• ••• ••••

ID #

R R 191 R R 192 R R 193 R R 194

ev Pr

R R 195

196

w ie

197

198

199

y

op C

200

201

202

R R 203

204

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Age 3 Age 4 KG 1st

Strand

Curriculum Element

Language Arts

Spelling 3

Uses a dictionary to check and correct spelling

Language Arts

Spelling 3

Uses the spell-check feature of word processing software to check and correct spelling

Language Arts

Mechanics

Follows correct rules of capitalization: Initial words in sentences

Language Arts

Mechanics

Follows correct rules of capitalization: Proper nouns / pronoun ‘I’

Language Arts

Mechanics

Follows correct punctuation rules: Sentence endings

Language Arts

Mechanics

Follows correct punctuation rules: Use of the comma

Language Arts

Mechanics

Follows correct punctuation rules: Use of quotation marks

Language Arts

Mechanics

Follows correct punctuation rules: Abbreviations

Language Arts

Mechanics

Follows correct punctuation rules: Punctuating letters and envelopes

Language Arts

Mechanics

Follows correct punctuation rules: Use of the colon

Language Arts

Mechanics

Follows correct punctuation rules: Use of the semicolon

Language Arts

Mechanics

Follows correct punctuation rules: Punctuating “formal” letters and envelopes

Language Arts

Creative Writing

Writes logical noun phrases

Language Arts

Creative Writing

Writes logical simple sentences

w ie

ev Pr

Curriculum Area

2nd 3rd

4th 5th 6th

••••• ••• •• ••• •• ••••• •••• •• ••• ••• ••• •••• •• •

ID #

205

206

R R

207

R

208

R R

209

210

211

R R 212 R R 213

y

op C

214

215

216

R

217

R

218

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

Language Arts

Creative Writing

Writes captions for pictures

••

Language Arts

Creative Writing

Writes logical paragraphs

Language Arts

Creative Writing

Writes creative short stories

Language Arts

Creative Writing

Writes creative longer stories that follow an organized plot

Language Arts

Creative Writing

Writes logical compound sentences

Language Arts

Creative Writing

Writes logical complex sentences

Language Arts

Creative Writing

Uses a thesaurus to identify alternative words

Language Arts

Creative Writing

Writes ‘informal’ letters to friends and relatives

Language Arts

Creative Writing

Writes creative poems

Language Arts

Creative Writing

Writes ‘formal’ letters to industries, agencies, or government officials

Language Arts

Creative Writing

Writes logical three-paragraph essays within the different essay genres

Language Arts

Creative Writing

Writes creative simple plays

Language Arts

Creative Writing

Writes logical five-paragraph essays within the different essay genres

Language Arts

Research Skills

Correctly applies rules of alphabetization: By first letter only

••• • • ••• •••• •••• ••• ••• • • ••• • • ••••• •••• •• ••••• •• •••

R

ID #

219

R R 220 R R 221

222

w ie

ev Pr

223

224

R 225

R R 226

227

y

op C

228

229

230

231

232

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills

Correctly apples rules of alphabetization: By first 2 letters

Language Arts

Research Skills

Correctly applies rules of alphabetization: By entire word

Language Arts

Research Skills

Has developed basic dictionary skills in locating words

Language Arts

Research Skills

Has developed basic dictionary skills using guide words

Language Arts

Research Skills

Has developed basic dictionary skills in understanding the simple definition of a word

Language Arts

Research Skills

Has developed basic dictionary skills in understanding the multiple definitions of a word

Language Arts

Research Skills

Has developed basic dictionary skills in the understanding of entry/base words

Language Arts

Research Skills

Has developed basic dictionary skills in understanding how to determine the parts of speech of a word

Language Arts

Research Skills

Determines the number of syllables in a word

Language Arts

Research Skills

Uses the encyclopedia to locate an article under a given heading

Language Arts

Research Skills

Uses the encyclopedia to locate specific answers to given questions in an encyclopedia article

Language Arts

Research Skills

Identifies the key information in an encyclopedia article

Language Arts

Research Skills

Uses cross-references to seek out additional information

Language Arts

Research Skills

Locates books that offer additional information when researching a subject

w ie

ev Pr

Language Arts

2nd 3rd

4th 5th 6th

••• •• ••• •• ••• •••• •• ••• ••• •• •• •• ••• ••••• R

ID #

233

234

235

236

237

238

239

R 240

R

241

y

op C

242

R R 243 R R 244

245

246

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills

Identifies the information on the title page

Language Arts

Research Skills

Uses the table of contents

Language Arts

Research Skills

Uses the index

Language Arts

Research Skills

Copies information from a book

Language Arts

Research Skills

Paraphrases information taken from a resource book into a simple written report

Language Arts

Research Skills

Summarizes information taken from a resource book into a written report

Language Arts

Research Skills

Takes subject notes from reference books, by bullet points onto note cards

Language Arts

Research Skills

Paraphrases information taken from bullet point notes from note cards

Language Arts

Research Skills

Outlines information

Language Arts

Research Skills

Proofreads material to identify spelling and grammatical errors

Language Arts

Research Skills

Knows how to cite references in a report

Language Arts

Research Skills

Knows how to use footnotes in a report

Language Arts

Research Skills

Prepares a bibliography for a report

w ie

ev Pr

Language Arts

2nd 3rd

4th 5th 6th

•• •• •••• •• ••• •• •••• ••• ••• •••• ••• • ••• R

ID #

R

247

R

248

249

250

251

252

253

254

255

y

op C

256

257

258

259

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills, writing skills, grammar skills, mechanic skills

Uses the research and composition skills listed above to consider a given topic in a formal report, using skills of analysis, synthesis, and evaluation

Language Arts

Literature Appreciation

Reads independently with enjoyment and appreciation, selecting titles of personal interest.

Language Arts

Literature Appreciation

Identifies different genre found in literature

Language Arts

Literature Appreciation

Is able to think and report analytically about literature

Language Arts

Literature Appreciation

Identifies and describes the sections of a newspaper

Language Arts

Film Appreciation

Identifies different genre found in films

Language Arts

Film Appreciation

Is able to think and report analytically about films

Language Arts

Art Appreciation

Identifies various art styles and artists

Language Arts

Art Appreciation

Is able to think and report analytically about art

Language Arts

Music Appreciation Identifies various music styles and musicians

Language Arts

Music Appreciation Is able to think and report analytically about music

Language Arts

Visual Media Comprehension

Identifies the claims being made about a product in an advertisement

Language Arts

Visual Media Comprehension

Identifies the factual information that is offered to support these claims

w ie

ev Pr

Language Arts

2nd 3rd

4th 5th 6th

260

261

262

263

264

265

266

267

268

269

270

y

op C

••• • • • ••••• ••• • ••••• ••• ••• ••• ••• ••• ••• ••• •• ••

ID #

I

271

I

272

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

Visual Media Comprehension

Identifies the overt or implied message(s) used in the ad’s attempt to persuade you to buy

I

Language Arts

Visual Media Comprehension

Identifies any illogical propositions that an advert is asking the reader to accept

I

Language Arts

Debate/Persuasion Summarizes the main thrust of a writer or speaker’s proposition in either written or oral argument and debate

I

Language Arts

Debate/Persuasion Identifies the writer or speaker’s apparent point of view in either written or oral argument and debate

I

Language Arts

Debate/Persuasion Identifies the factual information that the writer or speaker offers to support his/her proposition in either written or oral argument and debate

Language Arts

Debate/Persuasion Identifies any illogical arguments used by the writer or speaker to promote his/her proposition in either written or oral argument and debate

ev Pr

Language Arts

I

•• •• •• •• •• • I

ID #

273

274

275

276

277

278

w ie y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal System: Number Concepts

Counts to 10 by units using the Red and Blue Number Rods

Mathematics

Decimal System: Number Concepts

Recognizes numerals from 0 - 9 using the Sandpaper Numerals

Mathematics

Decimal System: Number Concepts

Associates the numeral to the quantity using the Red and Blue Number Rods and numeral cards

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Counts to 9 units using separate units with the Spindle Boxes

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Demonstrates an understanding of Zero as an empty set using the Spindle Boxes

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Represents individual spindles as sets by binding each quantity together with green ribbon tied in a bow to form a set of 2, 3, 4, 5...9 spindles.

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Counts to 10 by units using the Cards and Counters

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Lays out loose numeral cards 1-9 in correct sequence without the use of a control

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Lays out counters to indicate the concept of odd and even

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Identifies and names odd and even quantities

Mathematics

Fundamentals of the Decimal System: Introduction to Place Value Decimal System: Introduction to Place Value 1

Identifies and names quantities 1, 10, 100 and 1,000 using the Golden Beads

w ie

•• •• •• •• •• •• •• •• •• ••• ••• ••

y

op C

Mathematics

ev Pr

Mathematics

2nd 3rd

Identifies and names numerals for 1, 10, 100, 1000 using the color-coded number cards.

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal System: Introduction to Place Value 1

Associates numeral to quantity 1, 10, 100, 1000

Mathematics

Decimal System: Introduction to Place Value 1

Identifies and names quantities from 1 to 9,999 using the Golden Beads.

Mathematics

Decimal System: Introduction to Place Value 1

Identifies and names numerals from one to 9 999 using the color-coded number cards according to place value.

Mathematics

Decimal System: Introduction to Place Value 1

Associates numeral and quantity one to 9,999 using the Golden Beads and color coded number cards.

Mathematics

Decimal System: Introduction to Place Value 1

Awareness and understanding of zero as a place holder

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Associates quantities 1 - 9 with the bars of the Colored Bead Stair

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Constructs, identifies and names the quantities from 11 to 19 (using correct names eleven, twelve etc) by using the Golden Bead Ten Bars, and the Colored Bead Stair

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Constructs, identifies and names the numerals from 11 to 19 by units using the Teen Board

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Associates quantities and numerals 11 - 19 using the Teen Boards, Golden Bead Ten Bars and Colored Bead Stair

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Constructs, identifies and names the quantities from 11 to 99 (using correct names eleven, twelve etc) by using the Golden Bead Ten Bars, and the Golden unit beads.

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Identifies that one more than nine takes the number to the next ten

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Associates quantity with numerals, using correct names, 11 to 99 by using the Ten Boards, Golden Bead Ten Bars, and the Golden unit beads.

w ie

ev Pr

Mathematics

4th 5th 6th

ID #

13

14

15

16

17

18

R

19

R

20

op C

•• •• •• •• •• ••• •• •• •• •• •• ••

2nd 3rd

R

21

R

22

y R

23

R

24

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fundamentals of the Decimal System: Number Concepts 2

Demonstrates an understanding of the concept of change between hierarchies, using additive quantities with golden bead materials.

Mathematics

Decimal System: Introduction to Place Value 2

Constructs, identifies and names the quantity (naming correctly from left to right), up to 9,999, represented by an assembly of Golden Beads

Mathematics

Decimal System: Introduction to Place Value 2

Constructs, identifies and names the numerals (naming correctly from left to right), up to 9,999, represented by the colored numeral cards.

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts from 1 to 100 by units, recognizing the printed numerals on the number arrows, using the 100 chain

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Recognizes that 100 is the square of 10

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts from 1 to 100 by units, recognizing the printed numerals, using the Hundred Board

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Recognizes patterns in numbers that are not in linear formation

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts from 1 to 1,000 by units, recognizing the printed numerals on the number arrows, using the 1,000 chain

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts linearly by units, using the bead chains of the squares of the numbers 2, 3, 4, 5, 6, 7, 8, 9, and 10

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Skip counts by 2s, 5s, and 10s using the Bead Chains

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Skip counts by 3s, 4s, and 6s using the Bead Chains

w ie

ev Pr

Mathematics

•• •• •• •• •• •• ••• •• ••• • ••

2nd 3rd

ID #

R

25

R

26

R

27

R

28

R

29

R

30

31

R

32

op C

33

y I

4th 5th 6th

R

R

34

35

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fundamentals of the Decimal System: Number Concepts 3

Skip counts by 7s, 8s, and 9s using the Bead Chains

Mathematics

Decimal System: Introduction to Place Value 3

Recognizes and identify written numbers up to 999,999,999

Mathematics

Decimal System: Introduction to Place Value 3

Recognizes and identify written numbers up to to 999,999,999,999

Mathematics

Decimal System: Introduction to Place Value 3

Recognizes and identify quantities up to 999,999,999,999,999

Mathematics

Math operations Static Addition 1

Adds 2 single digit numbers, where the sum is less than 11, using the Red and Blue Number Rods

Mathematics

Math operations Static Addition 1

Adds quantities of up to 4-digit addends without exchanging using the Golden Beads

Mathematics

Math operations Dynamic Addition 1

Adds quantities of up to 4-digit addends with exchanging using the Golden Beads

Mathematics

Math operations Static Addition 2

Adds quantities of up to 4-digit addends without exchanging using the Stamp Game

Mathematics

Math operations Dynamic Addition 2

Adds quantities of up to 4-digit addends with exchanging using the Stamp Game

Mathematics

Math operations Static Addition 3

Adds quantities of up to 4-digit addends without exchanging using the Small Bead Frame

Mathematics

Math operations Dynamic Addition 3

Adds quantities of up to 4-digit addends with exchanging using the Stamp Game

Mathematics

Math operations Dynamic Addition 3

Adds quantities of up to 4-digit addends with exchanging using the Dot Board where the sum is less than 9,999

Mathematics

Math operations - Adds two 7-digit addends without exchanging using Static Addition of the Large Bead Frame seven digit addends 1

w ie

ev Pr

Mathematics

••

2nd 3rd

4th 5th 6th

R

I

36

• I

37

• I

38

39

40

41

R

42

R

43

R

44

45

46

y

op C

••• •• •• •• • •••

ID #

•• ••

47

48

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Math operations Dynamic Addition of seven digit addends 1

Adds two 7-digit addends with exchanging using the Large Bead Frame

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 using the Snake Game of math facts: Addition 1

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 using the Colored Bead Bars of math facts: Addition 2

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends whose sum is no larger than 10 using the of math facts: Addition Strip Board Addition 3

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 using the Addition Charts of math facts: Addition 4

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 without manipulatives of math facts: Addition 5

Mathematics

Associative and Commutative Properties of Addition

Using the Bead Bars, demonstrates that, when adding any two numbers, the order of the addends can be changed and the total remains the same (2 + 4 = 6 or 4 + 2 = 6)

Mathematics

Missing addends 1

Solves missing addends in addition problems involving 2 addends between 1 and 10 using the Bead Bars

Mathematics

Missing addends 2

Demonstrates ability to solve missing addends in addition problems involving 2 addends between 1 and 10 without manipulatives, using only Flash Cards

Mathematics

The Passage to Abstraction: Addition 1

Demonstrates ability to solve addition problems with two addends totaling up to 9,999 without the use of concrete manipulative materials

Mathematics

The Passage to Abstraction: Addition 2

Demonstrates ability to solve addition problems with multiple addends up to 9,999,999 without the use of concrete manipulative materials

w ie

ev Pr

Mathematics

2nd 3rd

•• ••• ••• ••• •• •• ••• •• •• ••

4th 5th 6th

ID #

49

R

50

R

51

52

53

54

R R R

55

R

56

R

57

y

op C

R

••

58

59

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mathematics

Math operations - Subtracts two 4-digit numbers without exchanging, Static Subtraction 1 using the Golden Beads

Mathematics

Math operations - Subtracts two 4-digit numbers without exchanging, Static Subtraction 2 using the Stamp Game

Mathematics

Math operations - Subtracts two 4-digit numbers without exchanging, Static Subtraction 3 using the Small Bead Frame

Mathematics

Math operations Dynamic Subtraction 1

Mathematics

Math operations Dynamic Subtraction 2

Subtracts two 4-digit numbers with exchanging, using the Stamp Game

Mathematics

Math operations Dynamic Subtraction 3

Subtracts two 4-digit numbers with exchanging, using the Small Bead Frame

Mathematics

Math operations Static subtraction of one 7-digit quantity from another: 1 Math operations Static subtraction of one 7-digit quantity from another: 2 Math operations Dynamic subtraction of one 7-digit quantity from another: 1 Exercises leading to the memorization of math facts: Subtraction 1

Subtracts one 7-digit number from another without exchanging, using the Golden Beads

Subtracts one 7-digit number from another without exchanging, using the Large Bead Frame

Subtracts one 7-digit number from another with exchanging, using the Large Bead Frame

•• •• •• •• •• •• •• •• •• •• •• •• R

Demonstrates knowledge of subtraction facts for two quantities between 1-18, using the Subtraction Strip Board

Mathematics

Exercises leading to Demonstrates knowledge of subtraction facts for two the memorization quantities between 1-18, using the Subtraction Charts of math facts: Subtraction 2

Mathematics

Exercises leading to Demonstrates knowledge of subtraction facts for two the memorization quantities between 1-18, using the Negative Snake of math facts: Game Subtraction 3

R

y

op C

Mathematics

w ie

Mathematics

ev Pr

Mathematics

Subtracts two 4-digit numbers with exchanging, using the Golden Beads

2nd 3rd

R

4th 5th 6th

ID #

60

61

62

63

64

65

66

67

68

69

70

71

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Determines the missing factor in a simple subtraction the memorization equation that is written out using the Bead Bars: 15 of math facts: ___ = 8 Subtraction 4

Mathematics

Exercises leading to Identifies the missing factor in a simple subtraction the memorization equation abstractly of math facts: Subtraction 5

Mathematics

The Passage To Abstraction: Subtraction 1

Solves a written subtraction problem without the use of any concrete manipulative learning materials numbers up to 4 digits

Mathematics

The Passage To Abstraction: Subtraction 2

Solves a written subtraction problem without the use of any concrete manipulative learning materials numbers up to 7 digits

Mathematics

Math Operations Multiplication 1

Multiplies a quantity using a single digit multiplier using the Golden Beads

Mathematics

Math Operations Multiplication 2

Multiplies a quantity using a single digit multiplier using the Stamp Game

Mathematics

Math Operations Multiplication 3

Multiplies a quantity using a single digit multiplier using the Small Bead Frame

Mathematics

Math Operations Multiplication 4

Multiplies a quantity using a single digit multiplier using the Large Bead Frame

Mathematics

Math Operations Multiplication 5

Multiplies a 7-digit number by a single digit multiplier using the Golden Beads

Mathematics

Math Operations Multiplication 6

Multiplies a 7-digit number by a single digit multiplier using the Peg Board

Mathematics

Math Operations Multiplication 7

Multiplies a 7-digit number by a single digit multiplier using the Multiplication Checkerboard

Mathematics

Math Operations Multiplication 8

Multiplies a 7-digit number by a single digit multiplier using the Flat Bead Frame

Mathematics

Math Operations Multiplication 9

Multiplies a 7-digit number by a 2-digit multiplier using the Golden Beads

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

•• •• •• •• •• ••• •• •• • •• •• •• •

72

73

74

75

R

76

77

78

79

y

op C

R

R

ID #

80

81

R

82

R

83

84

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Math Operations Multiplication 10

Multiplies a 7-digit number by a 2-digit multiplier using the Stamp Game

Mathematics

Math Operations Multiplication 11

Multiplies a 7-digit number by a 2-digit multiplier using the Peg Board

Mathematics

Math Operations Multiplication 12

Multiplies a 7-digit number by a 2-digit multiplier using the Large Bead Frame

Mathematics

Math Operations Multiplication 13

Multiplies a 7-digit number by a 2-digit multiplier using the Multiplication Checkerboard

Mathematics

Math Operations Multiplication 14

Multiplies a 7-digit number by a 2-digit multiplier using the Flat Bead Frame

Mathematics

Math Operations Multiplication 15

Demonstrates a knowledge of multiplication using the Junior Bank Game

Mathematics

Math Operations Multiplication 16

Solves a written multiplication problem using multidigit multipliers with the use of concrete materials

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts the memorization using the Bead Chains of math facts: Multiplication 1

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts the memorization using the Bead Bars of math facts: Multiplication 2

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts the memorization using the Multiplication Charts of math facts: Multiplication 3

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts by the memorization working with the Deconomial of math facts: Multiplication 4

Mathematics

Exercises leading to Identifies the missing factor in a simple equation the memorization using the Bead Bars of math facts: Multiplication 1

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

y

op C

• • • • • •• • ••• ••• •• •• •

ID #

R

85

R

86

R

87

R

88

R

89

R

90

R

91

R

92

R

93

R

94

R

95

R

96

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Identifies the missing factor in a simple equation the memorization using Card Sets of math facts: Multiplication 2

Mathematics

The Passage To Abstraction: Multiplication 1

Solves a written multiplication problem by multiplying numbers up to 4 digits by a single digit multiplier

Mathematics

The Passage To Abstraction: Multiplication 2

Solves a written multiplication problem by multiplying numbers up to 7 digits by a single digit multiplier

Mathematics

The Passage To Abstraction: Multiplication 3

Solves a written multiplication problem by multiplying numbers up to 7 digits by a 2-digit multiplier

Mathematics

The Passage To Abstraction: Multiplication 4

Solves a written multiplication problem by multiplying large quantities by multi-digit multipliers

Mathematics

Math Operations Division 1

Divides a 4-digit number by a single digit divisor with no remainder using the Golden Beads

Mathematics

Math Operations Division 2

Divides a 4-digit number by a single digit divisor with no remainder using the Stamp Game

Mathematics

Math Operations Division 4

Divides a 4-digit number by a single digit divisor with a remainder using the Golden Beads

Mathematics

Math Operations Division 5

Divides a 4-digit number by a single digit divisor with a remainder using the Stamp Game

Mathematics

Math Operations Division 6

Divides a 4-digit number by a single digit divisor with a remainder using the Peg Board

Mathematics

Math Operations Division 7

Divides a 4-digit number by a single digit divisor with a remainder using the Long Division Test Tube material

Mathematics

Math Operations Division 8

Divides a 7-digit number by a single digit divisor with or without a remainder using the Stamp Game

Mathematics

Math Operations Division 9

Divides a 7-digit number by a single digit divisor with a remainder using the Peg Board

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

• •• •• •• •• R

• •• •• •• •• •• •• •• R

ID #

97

98

99

100

R 101

102

103

104

105

R

106

R

107

R

108

R

109

y

op C

R

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Math Operations Division 9

Divides a 7-digit number by a single digit divisor with a remainder using the Long Division Test Tube material

Mathematics

Math Operations Division 10

Divides a 7-digit number by a 2-digit divisor with or without a remainder using the Stamp Game

Mathematics

Math Operations Division 11

Divides a 7-digit number by a 2-digit divisor with or without a remainder using the Peg Board

Mathematics

Math Operations Division 12

Divides a 7-digit number by a 2-digit divisor with a remainder using the Long Division Test Tube material

Mathematics

Math Operations Division 13

Divides a 7-digit number by a 3 or 4-digit divisor with or without a remainder using the Stamp Game

Mathematics

Math Operations Division 14

Divides a 7-digit number by a 3 or 4-digit divisor with or without a remainder using the Peg Board

Mathematics

Math Operations Division 15

Divides a 7-digit number by a 3 or 4-digit divisor with a remainder using the Long Division Test Tube materials

Mathematics

Exercises leading to Demonstrates a knowledge of division facts with the memorization divisors of 1-10 using the Bead Bars of math facts: Division 1

Mathematics

Exercises leading to Demonstrates a knowledge of division facts with the memorization divisors of 1-9 using the Division Board Charts of math facts: Division 2

Mathematics

Exercises leading to Demonstrates a knowledge of division facts with the memorization divisors of 1-9 using the Unit Division Board of math facts: Division 3

Mathematics

Exercises leading to Identifies the missing factor in a simple equation the memorization using Card Sets of math facts: Division 4

Mathematics

The Passage To Abstraction: Division 1

Solves a written division problem with numbers up to 4 digits divided by a single digit divisor with no remainder

Mathematics

The Passage To Abstraction: Division 2

Solves a written division problem with numbers up to 4 digits divided by a single digit divisor with a remainder

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

•• •• •• •• •• •• ••• ••• •• •• •• •• ••

ID #

R

110

R

111

R

112

R

113

R

114

R

115

R 116

R R 117

R R 119

y

op C

R R 118

R 120

R

121

R

122

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The Passage To Abstraction: Division 3

Solves a written division problem with numbers up to 7 digits divided by a single digit divisor with or without a remainder

Mathematics

The Passage To Abstraction: Division 4

Solves a written division problem with numbers up to 7 digits divided by a 2-digit divisor with or without a remainder

Mathematics

The Passage To Abstraction: Division 5

Solves a written division problem with numbers up to 7 digits divided by a 3 or 4-digit divisor with or without a remainder

Mathematics

Exercises leading to Recognizes common numerals between two different the understanding bead chains and is able to develop a definition for of multiples 1 multiples

Mathematics

Exercises leading to Recognizes common numerals after constructing the understanding multiples on the Peg Board of multiples 2

Mathematics

Exercises leading to Constructs multiples on the Peg Board and identifies the understanding at which number they meet of multiples 3

Mathematics

Exercises leading to Identifies common multiples on the Multiples Chart the understanding using the colored pencils which coordinate with the of multiples 4 colors of the Bead Stair

Mathematics

Exercises leading to Identifies and describes what a multiple is and what the understanding the LCM (lowest common multiple) is when of multiples 5 comparing numerals

Mathematics

Exercises leading to Explores all the ways to make two different numerals the understanding of factors 1

Mathematics

Exercises leading to Explores all the ways to make two different numerals the understanding and can identify the GCF (greatest common factor) of factors 2 of both numerals

Mathematics

Exercises leading to Recognizes and identifies the Prime Numbers below the understanding 100 using the Sieve of Eratosthenes of prime numbers 1

Mathematics

Exercises leading to Creates a factor tree and identifies the Prime Factors the understanding within the factor tree of prime numbers 2

Mathematics

Exercises leading to Creates a factor tree, identifies the Prime Factors the understanding within the factor tree and write these factors in of prime numbers exponential notation 3

4th 5th 6th

•• •• •• •• • • • • •• • ••• ••• ••• R

ID #

123

R 124 R 125

w ie

ev Pr

Mathematics

2nd 3rd

y

op C

R

126

R

127

R

128

R

129

R

130

R

131

R

132

133

134

135

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Creates a factor tree, identifies the Prime Factors the understanding within the factor tree and use these to identify the of prime numbers LCM of two numerals 4

Mathematics

Divisibility

Works with and understands the rules of divisibility for 2’s, 5’s, and 10’s

Mathematics

Divisibility

Works with and understands the rules of divisibility for 4's, 3's, 6's, and 9’s

Mathematics

Exercises leading to Recognizes fractions using Fraction Circles and the understanding Symbols of fractions 1

Mathematics

Exercises leading to Recognizes fractions using concrete materials other the understanding than the Fraction Circles and Symbols of fractions 2

Mathematics

Exercises leading to Recognizes equivalent fractions equaling one whole the understanding using the Fraction Circles of fractions 3

Mathematics

Exercises leading to Recognizes equivalent fractions equaling one whole the understanding using the labeled fraction pieces in the Fraction Circle of fractions 4 Box

Mathematics

Exercises leading to Recognizes equivalent fractions equaling different the understanding amounts using the labeled fraction pieces in the of fractions 5 Fraction Circle Box

Mathematics

Exercises leading to Recognizes, matches and labels equivalent fractions the understanding using concrete material while following commands of fractions 6 from task cards

Mathematics

Exercises leading to Identifies different ways to write the numeral one in the understanding fraction format using the fraction pieces in the of fractions 7 Fraction Circle Box

Mathematics

Exercises leading to Identifies the numerator and denominator of a the understanding fraction of fractions 8

Mathematics

Exercises leading to Identifies that the numeral one written in fraction the understanding format (the Multiplicative Identity) is used to form of fractions 9 equivalent fractions abstractly

Mathematics

Exercises leading to Formulates the rule for finding equivalencies the understanding abstractly and is able to find equivalent fractions of fractions 10 abstractly

w ie

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Mathematics

2nd 3rd

4th 5th 6th

•• ••• •• ••• ••• •• ••• ••• •••

ID #

R 136

R 137 R 138

R R

139

R

140

R R

141

op C

y

••

R

142

R

143

R

144

• R R

• •

R

145

146

R R 147 R R 148

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Identifies that equivalent fractions can be reduced the understanding using the Multiplicative Identity of fractions 11

Mathematics

Exercises leading to Formulates the rule for reducing fractions abstractly the understanding and is able to reduce fractions abstractly of fractions 12

Mathematics

Exercises leading to Identifies that the Multiplicative Identity needed to the understanding reduce a fraction is a common factor of the of fractions 13 numerator and denominator of a fraction

Mathematics

Exercises leading to Identifies that the Multiplicative Identity needed to the understanding reduce a fraction should be the GCF of the of fractions 14 numerator and denominator of a fraction to reduce the fraction completely

Mathematics

Exercises leading to Identifies that when the numerator is larger than the the understanding denominator in a fraction the denominator can divide of fractions 15 into the numerator to simplify the number: 12/6=2 (Understanding that the fraction bar means to divide)

Mathematics

Exercises leading to Identifies that the remainder in a division problem the understanding can be expressed as a fraction with the remainder of fractions 16 serving as the numerator and the divisor as the denominator (Understanding that the fraction bar means to divide)

Mathematics

Exercises leading to Identifies and correctly places fraction labels onto a the understanding number line of fractions 17

Mathematics

Fraction Operations: Common Denominator 1

Adds fractions that share a common denominator using the Fraction Circles

Mathematics

Fraction Operations: Common Denominator 2

Adds fractions that share a common denominator using the fraction pieces from the Fraction Circle Box

Mathematics

Fraction Operations: Common Denominator 3

Adds fractions that share a common denominator abstractly

Mathematics

Fraction Operations: Common Denominator 4

Subtracts fractions that share a common denominator using the Fraction Circles

4th 5th 6th

• • • • •• ••

ID #

R R 149 R R 150 R R 151 R R 152

w ie

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Mathematics

2nd 3rd

••

y

op C

••• •• ••

R 153

R 154

R 155

156

R

• R

157

R

158

159

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fraction Operations: Common Denominator 5

Subtracts fractions that share a common denominator using the fraction pieces from the Fraction Circle Box

Mathematics

Fraction Operations: Common Denominator 6

Subtracts fractions that share a common denominator abstractly

Mathematics

Fraction Adds fractions that have unlike denominators using Operations: Unlike the fraction pieces from the Fraction Circle Box Denominator 1

Mathematics

Fraction Adds fractions that have unlike denominators finding Operations: Unlike the LCM of the denominators and working abstractly Denominator 2

Mathematics

Fraction Adds fractions that have unlike denominators finding Operations: Unlike the LCM of the denominators AND reducing the Denominator 3 answer into the simplest terms

Mathematics

Fraction Operations: Common Denominator 4

Mathematics

Fraction Subtracts fractions that have unlike denominators Operations: Unlike finding the LCM of the denominators and working Denominator 5 abstractly

Mathematics

Fraction Subtracts fractions that have unlike denominators Operations: Unlike finding the LCM of the denominators and reduces Denominator 6 the answer into the simplest terms

Mathematics

Fraction Operations: Multiplication 1

Multiplies simple fractions by a whole number using the fraction pieces in the Fraction Circle Box

Mathematics

Fraction Operations: Multiplication 2

Multiplies simple fractions by a whole number by converting the whole number to a fraction and working abstractly

Mathematics

Fraction Operations: Multiplication 3

Multiplies two simple fractions understanding that 'of' means multiplication

Mathematics

Fraction Operations: Multiplication 4

Multiplies two simple fractions abstractly and reduces the answer into simplest terms

Mathematics

Fraction Operations: Multiplication 5

Multiplies two simple fractions abstractly and cross factors to simplify the process

Subtracts fractions that have unlike denominators using the fraction pieces from the Fraction Circle Box

4th 5th 6th

R

ev Pr

Mathematics

2nd 3rd

ID #

160

R

161

w ie

y

op C

• • • • • • ••• •• •• •• •• R

162

R

163

R

164

R

165

R

166

R

167

R 168 R 169 R 170

171

172

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fraction Operations: Division 1

Divides simple fractions by a whole number using the fraction pieces in the Fraction Circle Box and Skittles

Mathematics

Fraction Operations: Division 2

Divides simple fractions by a whole number converting the whole number to a fraction and working abstractly

Mathematics

Fraction Operations: Division 3

Divides two simple fractions using the Fraction Pieces and Fraction Skittles understanding that the answer will be what one whole person gets

Mathematics

Fraction Operations: Division 4

Divides two simple fractions and recognizes that there is a pattern that involves multiplying by the inverse

Mathematics

Fraction Operations: Division 5

Divides two simple fractions abstractly by multiplying by the inverse and cross factoring as needed

Mathematics

Fraction Operations: Mixed Number 1

Adds two mixed number fractions (with like or unlike denominators) using the fractions from the Fraction Circle Box

Mathematics

Fraction Operations: Mixed Number 2

Adds two mixed number fractions (with like or unlike denominators) using the fractions from the Fraction Circle Box and changes the resulting sum from an improper fraction to a mixed number if necessary

Mathematics

Fraction Operations: Mixed Number 3

Adds two mixed number fractions (with like or unlike denominators) abstractly and changes the resulting sum from an improper fraction to a mixed number if necessary

Mathematics

Fraction Operations: Mixed Number 4

Renames the whole number minuend and then subtracts two simple fractions abstractly

Mathematics

Fraction Operations: Mixed Number 5

Subtracts a simple fraction from a mixed number fraction (with like or unlike denominators) abstractly

Mathematics

Fraction Operations: Mixed Number 6

Subtracts two mixed number fractions (with like or unlike denominators)

Mathematics

Fraction Operations: Mixed Number 7

Multiplies a mixed number fraction by a fraction abstractly

Mathematics

Fraction Operations: Mixed Number 8

Multiplies two mixed number fractions abstractly

w ie

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Mathematics

2nd 3rd

4th 5th 6th

y

op C

•• •• •• •• •• •• •• •• •• •• •• •• ••

ID #

173

174

175

176

177

178

179

180

181

182

183

184

185

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fraction Operations: Mixed Number 9

Divides a mixed number fraction by a fraction abstractly

Mathematics

Fraction Operations: Mixed Number 10

Divides two mixed number fractions abstractly

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to recognize numeral cards and place specific quantities on decimal fraction hierarchy board when teacher guide or fellow student forms numerals up to .99999 9

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to write a quantity as both a fraction and decimal fraction when is read a quantity such as: one hundredth and so on

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to write numerals containing both whole number and decimal fractions in expanded notation both in words and using numerals

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to record correct numeral when given number in exponential format such as: 1/10 to second power and so on

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to associate from observing quantity on Hierarchy Board, the correct numeral and places correct numeral cards with beads/cubes quantity

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to form own decimal fraction numerals, lays out quantity on Hierarchy Board and reads numeral correctly

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to identify decimal fraction numeral given by another person, lays out quantity on Hierarchy Board and reads numeral correctly

Mathematics

Decimal Fractions Is able to look at a written decimal fraction numeral Concepts: Decimal and change into a vulgar fraction Fraction to Vulgar Fraction

Mathematics

Decimal Fractions Concepts: Vulgar Fraction to Decimal Fraction

•• •• •• •• •• •• •• •• •• •• ••

ID #

186

187

R 189

R 190

R 191

w ie

R 192

y

op C

Is able to look at a written vulgar fraction quantity and convert into a decimal fraction numeral

4th 5th 6th

R 188

ev Pr

Mathematics

2nd 3rd

R 193

R 194

R 195

R 196

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal Fraction Concepts: Rounding

Is able to round decimal fractions to the nearer one (whole number) using the Hierarchy Board

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round decimal fractions to the nearer one without using the Hierarchy Board

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round numbers including decimal fraction place values to the nearer tenth and hundredth

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round numbers including decimal fraction place values to the nearer thousandth, ten thousandth and hundred thousandth

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round numbers including decimal fraction place values to the nearer millionth

Mathematics

Decimal Fraction Operations: Addition 1

Is able to place quantities on Hierarchy Board, add and record sum

Mathematics

Decimal Fraction Operations: Addition 2

Is able to add numbers containing decimal fractions abstractly (both static and dynamic addition)

Mathematics

Decimal Fraction Operations: Subtraction 1

Is able to place quantities on Hierarchy Board, subtract and record the difference

Mathematics

Decimal Fraction Operations: Subtraction 2

Is able to subtract numbers containing decimal fractions abstractly (both static and dynamic subtraction)

Mathematics

Decimal Fraction Operations: Multiplication 1

Is able to recognize the commutative property of multiplication when multiplying quantities on the hierarchy board such as: 10x0.2 and 0.2x10

Mathematics

Decimal Fraction Operations: Multiplication 1

Is able to multiply decimal fraction quantities by whole numbers

Mathematics

Decimal Fraction Operations: Multiplication 2

Is able to multiply numbers with a decimal fraction multiplicand and whole number multiplier abstractly

Mathematics

Decimal Fraction Operations: Multiplication 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier whose value is in tenths

Mathematics

Decimal Fraction Operations: Multiplication 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier whose value is in hundredths

w ie

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Mathematics

2nd 3rd

4th 5th 6th

y

op C

••• •• •• •• •• •• •• •• •• •• • •• •• ••

ID #

197

198

199

200

201

202

203

204

205

R 206

R

207

R 208

209

210

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal Fraction Operations: Multiplication 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier whose value includes a whole number and decimal fraction

Mathematics

Decimal Fraction Operations: Multiplication

Is able to multiply any number by a decimal fraction or mixed number decimal fraction multiplier abstractly

Mathematics

Decimal Fraction Operations: Division 1

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a single digit whole number divisor

Mathematics

Decimal Fraction Operations: Division 2

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a double digit whole number divisor

Mathematics

Decimal Fraction Operations: Division 3

Is able to divide a decimal fraction number by a whole number divisor abstractly

Mathematics

Decimal Fraction Operations: Division 4

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a decimal fraction divisor

Mathematics

Decimal Fraction Operations: Division 5

Is able to divide a decimal fraction number by a decimal fraction divisor abstractly

Mathematics

Ratio Concepts 1

Is able to understand that a ratio may show a rate and can be written in two ways: either as a fraction or as two numbers separated by a colon and is read with the word 'to'

Mathematics

Ratio Concepts 1

Is able to read a rate and write it in both ratio formats and is able to read the ratio correctly

Mathematics

Ratio Concepts 2

Is able to understand that a ratio may compare to quantities and is able to create this scenario, write the comparison in both ratio formats and is able to read the ratio

Mathematics

Ratio Concepts 3

Is able to identify equal ratios and find equivalent ratios by multiplying by the Multiplicative Identity

Mathematics

Ratio Concepts 3

Is able to find equal ratios by dividing by the Multiplicative Identity

Mathematics

Cross Products

Is able to ascertain whether or not cardinal # ratios are equivalent by using cross products: a/b=c/d then ad=bc

w ie

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Mathematics

2nd 3rd

4th 5th 6th

y

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•• •• • • • • • • • • • • •

ID #

211

212

213

214

215

216

217

218

219

220

221

222

223

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Cross Products

Is able to ascertain whether ratios containing fractions and or decimal fractions are equivalent

Mathematics

Cross Products

Is able to find either the missing numerator or denominator in a sequence of equivalent ratios

Mathematics

Proportion

Is able to understand that a proportion is a statement of equality between ratios

Mathematics

Proportion

Is able to identify proportions, reads appropriately and identifies the means and extremes terms

Mathematics

Proportion

Is able to determine if a proportion is true by using the means extremes property (cross products)

Mathematics

Proportion

Is able to determine if a proportion written in fraction terms is true

Mathematics

Proportion

Is able to determine if a proportion written in decimal fraction format is true

Mathematics

Proportion

Is able to determine whether a true proportion can be set up working from a word problem

Mathematics

Proportion

Is able to find the unknown terms in a proportion using the means extremes property

Mathematics

Proportion

Is able to complete a scale drawing using knowledge of proportion and the means extremes property

Mathematics

Percentages 1

Understands that a ratio whose second term is 100 is called a percent

Mathematics

Percentages 1

Expresses ratios in percent terms

Mathematics

Percentages 1

Is able to express commonly used ratios such as 1/3, 1/4, 4/5, 1/6, 3/8, 3/4, 7/8, 1/10,1/20, and 1/5 in percent terms

Mathematics

Percentages 2

Is able to express a decimal fraction in percent terms

w ie

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Mathematics

2nd 3rd

4th 5th 6th

y

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• • • • • • • • • • • • • •

ID #

224

225

226

227

228

229

230

231

232

233

234

235

236

237

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Percentages 2

Is able to express a fraction in both decimal fraction and percent terms

Mathematics

Percentages 2

Is able to express a decimal fraction in both ratio and percent terms

Mathematics

Percentages 2

Is able to express a percent as a decimal fraction

Mathematics

Working with Money 1

Identifies and names units of currency

Mathematics

Working with Money 1

Is able to count units of currency

Mathematics

Working with Money 1

Is able to make change with money

Mathematics

Working with Money 2

Calculates simple interest on a loan or savings account

Mathematics

Working with Money 2

Converts US currency into a given foreign currency and vice versa

Mathematics

Measurement: Length 1

Is able to recognize units of measure on a straight edge

Mathematics

Measurement: Length 1

Is able to use a straight edge to determine the length of various objects

Mathematics

Measurement: Length 1

Is able to round to the nearer unit when using a straight edge to measure various objects

Mathematics

Measurement: Length 2

Solves word problems relating to measurement of length

Mathematics

Measurement: Length 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Measurement: Weight 1

Is able to recognize units of measure on Balance Scale or the like

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Mathematics

2nd 3rd

4th 5th 6th

• • • •••• •••• •••

ID #

238

239

240

R

241

R

242

R

243

• • • • ••• •••• ••• ••• • • •••• R

244

245

246

y

op C

R 247

248

249

250

R 251

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Measurement: Weight 1

Is able to use a variety of instruments of measure to determine the weight of various objects

Mathematics

Measurement: Weight 2

Solves word problems relating to weight measurement

Mathematics

Measurement: Weight 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Measurement: Volume 1

Is able to recognize units of measure on containers used to determine volume

Mathematics

Measurement: Volume 1

Is able to use beakers, and containers used for measuring volume to determine volume

Mathematics

Measurement: Volume 2

Is able to apply knowledge of volume in practical applications such as cooking or science and the like

Mathematics

Measurement: Volume 2

Solves word problems relating to volumic measurement

Mathematics

Measurement: Volume 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Measurement: Thermic 1

Is able to recognize units of measure on a thermometer

Mathematics

Measurement: Thermic 1

Is able to use a thermometer to measure temperature

Mathematics

Measurement: Thermic 1

Is able to apply knowledge of thermic measurement in practical applications such as science, cooking and the like

Mathematics

Measurement: Thermic 2

Solves word problems relating to thermic measurement

Mathematics

Measurement: Thermic 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Graphs 1

Reads graphs and draws conclusions and inferences from the graphically displayed information

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

•••• ••• • ••••• ••• •••• •• • •• •• •• •• • • •••••

ID #

R 252

253

254

255

256

257

258

259

260

y

op C

261

262

263

264

265

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Graphs 2

Prepares various graphs from written data

Mathematics

Graphs 3

Understands and can prepare pie charts (circle graphs) using percents

Mathematics

Graphs 4

Redraws graphs using a different scale

Mathematics

Graphs 5

Is able to use information to tabulate data

Mathematics

Graphs 6

Understands the values within the quadrants in coordinate graphs

Mathematics

Graphs 6

Is able to follow coordinate directions to complete a picture made by coordinates

Mathematics

Graphs 6

Identifies the location of a given ordered pair on a grid

Mathematics

Graphs 6

Is able to identify an ordered pair when given a location on a grid

Mathematics

Graphs 6

Locate points for given coordinates and names the coordinates of a given point in any of the four quadrants

Mathematics

Probability

Understands that in mathematics many predications can be made and are determined by data collected in a variety of ways - the lesson difficulties will progress with each year

Mathematics

Statistics 1

Is able to find the average between a set of numbers concretely

Mathematics

Statistics 1

Is able to find the average of a set of numbers abstractly

Mathematics

Statistics 2

Understands the terms: mean, mode, median

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

R

266

267

268

269

270

271

272

273

274

275

276

y

op C

•• • • • ••• ••• •• •• • • ••••• ••• ••• ••

ID #

277

278

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Statistics 2

Determines the mean for given data

Mathematics

Statistics 2

Identifies the mean on a graph

Mathematics

Statistics 3

Determines the mode for given data

Mathematics

Statistics 3

Identifies the mode on a graph

Mathematics

Statistics 4

Determines the median for given data

Mathematics

Statistics 4

Identifies the median on a distribution table

Mathematics

Statistics 5

Constructs a frequency table

Mathematics

Inequalities 1

Is familiar with the relationships between simple quantities of equal value: Equal To (=)

Mathematics

Inequalities 1

Is familiar with the relationships between simple quantities where one is greater than the other: Greater Than (>)

Mathematics

Inequalities 1

Is familiar with the relationships between simple quantities where one is less than the other: Less Than (<)

Mathematics

Inequalities 2

Is familiar and works with equal relationships between quantities involving multiple operations: 3x2=3+3

Mathematics

Inequalities 2

Is familiar and works with relationships between quantities involving multiple operations where one is greater than the other: 3x4>3+4

Mathematics

Inequalities 2

Is familiar and works with relationships between quantities involving multiple operations where one is less than the other: 2x5<9-5

Mathematics

Negative Numbers Is able to work concretely with the Negative Snake 1 Game in working with negative numbers

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Mathematics

2nd 3rd

4th 5th 6th

•• •• •• •• •• •• • •••• •••• • •••• ••• ••• ••• ••

ID #

279

280

281

282

283

284

285

R 286 R 287

y

op C

R 288 R 289 R 290 R 291

292

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

•• •• •• •• • • •

ID #

Negative Numbers Is able to recognize unsigned numbers represent 2 positive numbers and that negative numbers are to the left of zero on the number line

Mathematics

Negative Numbers Is able to determine that the same count is used when 2 determining the distance for opposite pairs of numbers to zero: both numbers are equidistant to zero (absolute value)

Mathematics

Negative Numbers Is able to name additive inverses for positive and 3 negative numbers

Mathematics

Negative Numbers Is able to add and subtract positive and negative 4 numbers

Mathematics

Negative Numbers Is able to multiply positive and negative numbers 4

Mathematics

Negative Numbers Is able to name reciprocals for positive and negative 5 numbers

Mathematics

Negative Numbers Is able to divide positive and negative numbers 5

Mathematics

Negative Numbers Simplifies expressions using two or more operations 6 and positive and negative numbers

300

Mathematics

Negative Numbers Recognizes how a negative exponent effects the value 7 of a number

301

Mathematics

Negative Numbers Is able to solve equations which use exponents with 7 positive and negative values

302

Mathematics

Squaring of Numbers 1

Is able to recognize that any number to the second power makes a square using the Bead Chains

Mathematics

Squaring of Numbers 1

Is able to create squares using the bead bars

Mathematics

Squaring of Numbers 2

Is able to create squares of numbers on the Peg Board whose value is more than 10

w ie

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Mathematics

y

op C

•• •• ••

293

294

295

296

297

298

299

R

303

R

304

R 305

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Squaring of Numbers 3

Is able to calculate the square of a binomial using the Montessori Square Guides

Mathematics

Squaring of Numbers 4

Is able to calculate the square of a binomial using algebraic nomenclature

Mathematics

Squaring of Numbers 4

Is able to calculate the square of a trinomial using algebraic nomenclature

Mathematics

Cubing of Numbers 1

Is able to recognize that any number to the third power makes a cube

Mathematics

Cubing of Numbers 1

Is able to recognize that any number to the third power makes a cube using the cubing material

Mathematics

Cubing of Numbers 2

Is able to calculate the cube of the binomial by using the Binomial Square Guide and beads from the Bead Cabinet and then analyzing abstractly

Mathematics

Cubing of Numbers 2

Is able to build a new cube from an existing cube for example 4 cubed to 5 cubed, analyze the work and record the procedure

Mathematics

Cubing of Numbers 2

Is able to move from 4 cubed to 7 cubed, for example, analyzing the work using the algebraic formula

Mathematics

Cubing of Numbers 3

Is able to calculate the cube of the binomial abstractly

Mathematics

Cubing of Numbers 3

Is able to calculate the cube of a trinomial abstractly

Mathematics

Square Roots 1

Is able to calculate the square root of a binomial by using the Golden Beads and reading the side of the square

Mathematics

Square Roots 1

Is able to read the side of a square to determine the square root when working with the Peg Board

Mathematics

Square Roots 2

Is able to calculate the square roots of binomials

Mathematics

Square Roots 2

Is able to calculate the square root of trinomials

4th 5th 6th

••• •• •• •• •• •• •• • • • •• •• • • R

ev Pr

Mathematics

2nd 3rd

ID #

306

307

308

309

R 310

311

w ie

312

313

314

y

op C

315

316

317

318

319

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Cube Roots 1

Is able to recognize and calculate cube roots from working with the Cubing Material

Mathematics

Cube Roots 2

Is able to calculate the cube root of a binomial

Mathematics

Cube Roots 2

Is able to calculate the cube root of a trinomial

Mathematics

Exponents 1

Is able to recognize that the cube is made from 2 to the 9th power

Mathematics

Exponents 1

Is able to recognize that the chains are powers of the specified number

Mathematics

Exponents 1

Is able to recognize that the bars can form powers of the specified number

Mathematics

Exponents 2

Is able to evaluate base numbers with positive and negative exponents

Mathematics

Scientific Notation Converts large whole numbers to scientific notation

Mathematics

Scientific Notation Converts very small decimal fractions to scientific notation

Mathematics

Bases 1

Is able to recognize that numbers can be worked in different bases

Mathematics

Bases 1

Is able to count accurately in different bases

Mathematics

Bases 2

Is able to add using different bases

Mathematics

Bases 3

Is able to convert from a base to base 10

Mathematics

Irrational Numbers Recognizes and finds the value of irrational numbers such as: √2 and π

4th 5th 6th

ID #

320

321

322

• • •

w ie

ev Pr

Mathematics

2nd 3rd

R R 323 R R 324 R R 325

y

op C

•• • • •• •• • • •

326

327

328

329

330

331

332

333

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Order of Operations

Solve equations and inequalities containing positive and negative numbers using the order of operations

Mathematics

Problem Solving

Is able to solve word problems relating to addition patterns

Mathematics

Problem Solving

Is able to solve word problems relating to multiplication patterns

Mathematics

Problem Solving

Is able to solve word problems relating to factors, multiples and primes

Mathematics

Problem Solving

Is able to solve word problems relating to divisibility

Mathematics

Problem Solving

Is able to solve word problems relating to fractions

Mathematics

Problem Solving

Is able to solve word problems relating to decimal fractions

Mathematics

Problem Solving

Is able to solve word problems relating to geometry concepts

Mathematics

Problem Solving

Is able to solve word problems relating to measurement

Mathematics

Problem Solving

Is able to solve word problems relating to distance and time

Mathematics

Problem Solving

Is able to use the method of drawing a picture or diagram to solve a problem

Mathematics

Problem Solving

Is able to use the method of making an organized list to solve a problem

Mathematics

Problem Solving

Is able to use the method of making a table to solve a problem

Mathematics

Problem Solving

Is able to use the method of solving a simpler, related problem to solve a more complex problem

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

y

op C

•• ••••• •••• ••• •••• •••• •• •••• ••• ••• •••• ••• •• ••

ID #

334

335

336

337

338

339

340

341

342

343

344

345

346

347

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Problem Solving

Is able to find a pattern to solve a problem

Mathematics

Problem Solving

Is able to use the guess and check method in order to solve a problem

Mathematics

Problem Solving

Is able to use the method of experimentation in order to solve a problem

Mathematics

Problem Solving

Is able to act out a scenario in order to solve a problem

Mathematics

Problem Solving

Is able to work backwards in order to solve a problem

Mathematics

Problem Solving

Is able to figure out and write an equation in order to solve a problem

Mathematics

Problem Solving

Is able to alter one's point of view or perspective in order to solve a problem

Mathematics

Geometry: Plane Geometric Shapes

Introduction to recognition and nomenclature of geometric figures using the first presentation tray of geometric shapes

Mathematics

Geometry: Plane Geometric Shapes

Identifies basic geometric shapes using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies types of triangles by their sides using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies types of triangles by their angles: right, scalene, obtuse using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies all of the quadrilaterals using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

identifies irregular polygons through the decagon using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies circles using the shapes in the Geometric Cabinet

4th 5th 6th

•••• •••• •••• •••• •• • •

w ie

ev Pr

Mathematics

2nd 3rd

•• •• ••

ID #

348

349

350

351

352

353

354

R R R R

355

R

R R R R

356

R R R R

357

•••

R

358

R R R R

359

R R R R

360

R R R R

361

op C

R

I

y ••• ••• •••

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Plane Geometric Shapes

Identifies the curved edged shapes using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Differentiates between a circle, ellipse, and oval using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Matches shapes from the Geometric Cabinet to geometric cards with completely colored interior

Mathematics

Geometry: Plane Geometric Shapes

Matches shapes from the Geometric Cabinet to geometric cards with thick colored outline

Mathematics

Geometry: Plane Geometric Shapes

Matches shapes from the Geometric Cabinet to geometric cards with thin colored outline

Mathematics

Geometry: geometric solids

Identifies a cube, sphere, cylinder, pyramid, and cone

Mathematics

Geometry: geometric solids

Identifies a rectangular prism, triangular prism, ovoid, and ellipsoid

Mathematics

Geometry: geometric solids

Identifies the faces, edges, and surfaces of solid geometric objects

Mathematics

Geometry: Constructive triangle boxes

Identifies congruent, similar shapes by matching sensorially

Mathematics

Geometry: Three concepts 1st presentation

Identifies fractional equivalencies in relation to plane shapes

Mathematics

Geometry: Three concepts 2nd presentation

Identifies the symbols for congruency, similarity, and equivalency and the meaning of each in relation to plane shapes

Mathematics

Geometry: Three concepts 3rd presentation

Extrapolates the concept of similarity across squares and equilateral triangles

Mathematics

Geometry: Explores the concepts of congruency, similarity, and Equivalence games equivalence

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

w ie

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Mathematics

••• ••• •• • • •• •• I

2nd 3rd

4th 5th 6th

ID #

R R R R

362

R R R R

363

R R R R

364

I

R

365

I

R

366

I

R R R R

367

I

R R R R

368

••• • • ••• • • • • • I

I

I

y

op C

R

369

R

370

R

371

R

372

R

373

R

374

R

375

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

Mathematics

Geometry: Lines

Mathematics

Geometry: Lines

Identifies parts of a line

Mathematics

Geometry: Lines

Identifies positions of lines in space

Mathematics

Geometry: Lines

Identifies positions of lines when in relation to each other

Mathematics

Geometry: Nomenclature of circles

Identifies the parts of a circle

Mathematics

Geometry: Nomenclature of triangles

Identifies the parts of a triangle

Mathematics

Geometry: Nomenclature of squares

Identifies the parts of a square

Mathematics

Geometry: Types of Angles

Identifies the main types of angles

Mathematics

Geometry: Types of Angles

Identifies different angles, similarities and congruence

Mathematics

Geometry: Angles

Measures angles with a protractor

Mathematics

Geometry: Angles

Names the relationships between two angles

Identifies types of lines

2nd 3rd

4th 5th 6th

• • ••

ID #

R

376

R

377

R 378

•••• • ••• • ••• ••• ••• ••• • ••• •• •• ••• ••

R R R 379

ev Pr

R R 380 R R 381

w ie

R 382 R 383

R R 384

y

op C

R R 385 R R 386 R 387

388

R R 389

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

•• •• •• •• •

ID #

Geometry: Angles

Identifies combinations of angles

Mathematics

Geometry: Angles

Adds angles

Mathematics

Geometry: Lines and Angles

Names angles formed by two straight lines cut by a transversal

Mathematics

Geometry: Angles and plane shapes

Identifies the sum of the interior angles of a triangle or regular polygon

Mathematics

Advanced geometry theory

Introduction to the Pythagorean Theorem

Mathematics

Advanced geometry theory

Recognizes the isosceles right triangle case of the Pythagorean Theorem - sensorial presentation

395

Mathematics

Advanced geometry theory

Recognizes the arithmetical (3-4-5) case of the Pythagorean Theorem

396

Mathematics

Advanced geometry theory

Understands Euclid's Solution of the Pythagorean Theorem

397

Mathematics

Geometry: Construction of various figures

Demonstrates line symmetry in a given shape by folding along its center line

Mathematics

Geometry: Construction of various figures

Constructs a line segment of equal lengths, using a straight edge and a compass

Mathematics

Geometry: Construction of various figures

Constructs an angle of a given measure with a protractor and straightedge

Mathematics

Geometry: Construction of various figures

Bisects an angle with a compass and straightedge

Mathematics

Geometry: Construction of various figures

Constructs a perpendicular to a line from a point off the line

Mathematics

Geometry: Construction of various figures

Constructs an equilateral triangle using a compass

w ie

ev Pr

Mathematics

••••• •••• ••• ••• ••• •••

390

391

392

393

394

R R R 398

y

op C

R 399

400

401

402

403

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Construction of various figures

Constructs a triangle given two sides and an angle lying between

Mathematics

Geometry: Construction of various figures

Constructs a triangle given two angles and the side lying between

Mathematics

Geometry: Construction of various figures

Bisects a line segment with a compass and straightedge

Mathematics

Geometry: Construction of various figures

Draws a line perpendicular to another line with a straightedge, compass, and protractor

Mathematics

Geometry: Construction of various figures

Constructs a square with a protractor and straightedge

Mathematics

Geometry: Construction of various figures

Constructs a circle with a compass

Mathematics

Geometry: Construction of various figures

Constructs a scale model or drawing of an object given a scale to follow

Mathematics

Geometry: Construction of various figures

Constructs a variety of polyhedrons

Mathematics

Geometry: Measurement of perimeter

Measures the perimeter of triangles, quadrilaterals and polygons

Mathematics

Geometry: Measurement of parts of the circle

Measures the radius and diameter of a circle

Mathematics

Geometry: Measurement of parts of the circle

Computes arcs

Mathematics

Geometry: Measurement of parts of the circle

Measures the circumference of a circle

Mathematics

Geometry: Area

Calculates the area of a rectangle

Mathematics

Geometry: Area

Calculates the area of a parallelogram

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Mathematics

2nd 3rd

4th 5th 6th

••• ••• ••• ••• ••• •••• •• ••• • ••• •••• •• •• •• ••

ID #

404

405

406

407

408

409

410

411

R R 412

y

op C

413

414

415

416

417

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Area

Calculates the area of a square

Mathematics

Geometry: Area

Calculates the area of a triangle

Mathematics

Geometry: Area

Calculates the area of a rhombus

Mathematics

Geometry: Area

Calculates the area of a kite

Mathematics

Geometry: Area

Calculates the area of a trapezoid

Mathematics

Geometry: Area

Calculates the area of an irregular quadrilateral

Mathematics

Geometry: Area

Calculates the area of regular polygons

Mathematics

Geometry: Area

Calculates the area of any irregular polygon

Mathematics

Geometry: Area

Calculates the area of a circle

Mathematics

Geometry: Volume Calculates the volume of a cube

Mathematics

Geometry: Volume Calculates the volume of a rectangular prism

Mathematics

Geometry: Volume Calculates the volume of a pyramid

Mathematics

Geometry: Volume Can calculate the volume of a cylinder

Mathematics

Geometry: Volume Calculates the volume of a cone

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Mathematics

2nd 3rd

4th 5th 6th

y

op C

•• •• •• •• •• •• •• •• • • • • • •

ID #

418

419

420

421

422

423

424

425

426

427

428

429

430

431

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Volume Calculates the volume of a sphere

Mathematics

Geometry: Surface Area

Calculates the surface area of regular polyhedra

Mathematics

Geometry: Surface Area

Calculates the surface area of a cylinder

Mathematics

Geometry: Surface Area

Calculates the surface area of a cone

Mathematics

Geometry: Surface Area

4th 5th 6th

• • • • •

ev Pr

Mathematics

2nd 3rd

Calculates the surface area of a sphere

ID #

432

433

434

435

436

w ie y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Position and direction

Explores position in space and direction through bodily movement and in the context of the classroom, garden and playground

Geography

Position and direction

Explores the school, garden, playground and neighborhood by means of short walks, where he/she develops an awareness of various features (landmarks) and their position in relation to one another

Geography

Position and direction

Demonstrates understanding the basic terms used to describe an object's position in the environment: top, bottom, low, high, lower, higher, in front of, behind, right, left, etc.

Geography

Position and direction

Describes own position and movement with increasing confidence

Geography

Position and direction

Uses the names of points of interest in their environment with increasing confidence and accuracy

Geography

Position and direction

Views various objects (such as Geometric solids, historical artifacts) from different angles to begin to develop an awareness that objects look very different from different angles; comments on what he/she notices

Geography

Position and direction

Draws solid objects (e.g. Geometric Solids) from different angles

Geography

Position and direction

Looks at an arrangement of simple objects in a limited space and draws them from above, creating a simple map or plan of their relationship to one another

Geography

The Earth: 1

Works with the land, air and water activity to develop an understanding that the earth is comprised of three major constituents: Air, land and water; matches images to corresponding containers

Geography

The Earth: 1

Reads the labels associated with the Air Land and Water activity and places them in relation to corresponding containers and/or images

Geography

The Earth: 1

Explores the Land and Water globe to gain an understanding that the earth is comprised of large bodies of land and water surrounded by a shallow blanket of air

Geography

The Earth: 1

Distinguish between the representations of land masses and the oceans on the Land and water globe

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Geography

2nd 3rd

••• ••• ••• ••• ••• •••

4th 5th 6th

ID #

1

2

R

y

op C

•• •• ••• •• •• ••

3

4

5

6

7

8

9

10

11

12

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The Earth: 1

Explains that the Earth is shaped like a sphere, and is represented in a much smaller scale by a globe, using the Land and Water Globe, the Continent Globe, or a standard school globes

Geography

The Earth: 1

Looks at albums showing classic images of various land and water forms, discussing obvious features and exploring relevant language

Geography

The Earth: 1

Sensorially explores the various land and water forms through work with the landforms materials

Geography

The Earth: 1

Matches the landform trays to the corresponding graphical representations and/or images of landforms

Geography

The Earth: 1

Identifies and names ten major land and water forms: island, lake, bay, cape, peninsula, isthmus, strait, archipelago, system of lakes using either the three dimensional trays or the cards which correspond with them

Geography

The Earth: 1

Locates examples of each of the land and water forms on the globe of land and water

Geography

The Earth: 1

Reads names of land and water forms and places cards next to the models or corresponding cards

Geography

The Earth: 1

Reads definitions of land and water forms and pairs with the corresponding vocabulary labels

Geography

The Earth: 1

Reads simple "command cards" relating to the land and water forms and demonstrates understanding by carrying out the instruction

Geography

The Earth: 1

Makes own models of land and water forms using papier mache or clay

Geography

The Earth: 1

Notices (in pictures, videos or while travelling) that there are other landforms and features in the landscape and enquires as to their names; develops an interest in the physical features of the Earth

Geography

Mapping 1

Identifies and names the Continents on the Continents globe

Geography

Mapping 1

Sensorially explores the Puzzle Map of World Parts, removing and replacing the pieces

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Geography

••• ••• •• ••• •••

4th 5th 6th

ID #

13

14

R

15

R

16

R

17

R

18

R

19

R

20

R

21

R

22

y

op C

••• ••• ••• ••• ••• ••• •• •••

2nd 3rd

R

23

24

25

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping 1

Demonstrates a beginning understanding that the flat maps represent the same land and water features as a globe, using a globe, a flattened rubber ball, and the World Puzzle Map

Geography

Mapping 1

Identifies and names the Continents using the World Parts Puzzle Map

Geography

Mapping 1

Identifies and names the Oceans using the World Parts Puzzle Map

Geography

Mapping 1

Demonstrates a deepening understanding that the flat maps represent the same land and water features as a globe using the Globe Projection Maps

Geography

Mapping 2

Makes own Map of the Continents using different media; this can be traced then colored with pencil or paint, or pin-pricked on colored paper which is then glued on large blue circles; child may label map with names of Continents and Oceans

Geography

Mapping 2

Relates own continent puzzle piece from World Parts Puzzle Map to Puzzle Map of own continent

Geography

Mapping 2

Using the Puzzle Map of the Continent in which he or she lives, the child can match the pieces from the Puzzle Map to their outline shapes on the corresponding Outline Control Map

Geography

Mapping 3

Builds the puzzle map of his or her own Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent using different media; this can be traced then colored with pencil or paint, or pin-pricked on colored paper which is then glued on large blue circles; child may label map with names of the Countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

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Geography

2nd 3rd

• •• •• •• •• R

ID #

26

27

28

29

30

31

32

33

34

35

y

op C

••• •• •• •• ••

4th 5th 6th

•• ••

36

37

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping 2

Relates continent puzzle piece from World Parts Puzzle Map to Puzzle Map of continent

Geography

Mapping 3

Builds the puzzle map of Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent tracing the whole continent onto a large sheet of paper; may label map with names of the countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

Geography

Mapping 2

Relates continent puzzle piece from World Parts Puzzle Map to Puzzle Map of continent

Geography

Mapping 3

Builds the puzzle map of Continent without the use of the Outline Control Map

Geography

Mapping 3

Makes own Map of the Continent tracing the whole continent onto a large sheet of paper; may label map with names of the countries

Geography

Mapping 2

Relates continent puzzle piece from World Parts Puzzle Map to Puzzle Map of continent

Geography

Mapping 3

Builds the puzzle map of Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent tracing the whole continent onto a large sheet of paper; may label map with names of the countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

w ie

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Geography

y

op C

••• •• •• •• •• •• ••• •• •• ••• •• •• •• ••

2nd 3rd

4th 5th 6th

ID #

38

39

40

41

42

43

44

45

46

47

48

49

50

51

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping 4

Makes own booklets with outlines of countries and their names

Geography

Mapping 2

Relates continent puzzle piece from World Parts Puzzle Map to Puzzle Map of continent

Geography

Mapping 3

Builds the puzzle map of Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent tracing the whole continent onto a large sheet of paper; may label map with names of the countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

Geography

Mapping 2

Relates continent puzzle piece from World Parts Puzzle Map to Puzzle Map of continent

Geography

Mapping 3

Builds the puzzle map of Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent tracing the whole continent onto a large sheet of paper; may label map with names of the countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

Geography

Mapping 2

Relates continent puzzle piece from World Parts Puzzle Map to Puzzle Map of continent

w ie

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Geography

y

op C

•• ••• •• •• •• •• •• ••• •• •• •• •• •• •••

2nd 3rd

4th 5th 6th

ID #

52

53

54

55

56

57

58

59

60

61

62

63

64

65

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping 3

Builds the puzzle map of Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent tracing the whole continent onto a large sheet of paper; may label map with names of the countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

Geography

Mapping 2

Relates continent puzzle piece from World Parts Puzzle Map to Puzzle Map of continent

Geography

Mapping 3

Builds the puzzle map of Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent tracing the whole continent onto a large sheet of paper; may label map with names of the countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

Geography

Mapping 2

Relates puzzle piece for own country from own continent puzzle map to the Puzzle Map of States (or Provinces) of own country

Geography

Mapping 3

Builds the puzzle map of his or her own country without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the states or provinces of the country

w ie

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Geography

2nd 3rd

y

op C

•• •• •• •• •• ••• •• •• •• •• •• •• ••• ••

4th 5th 6th

ID #

66

67

68

69

70

71

72

73

74

75

76

77

78

79

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping 3

Makes own Map of the country tracing the whole country onto a large sheet of paper; may label map with names of the states or provinces

Geography

Mapping 4

Reads state or province names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

Geography

Cultural geography Identifies flag of own country 1

Geography

Cultural geography Communicates an awareness of flags as symbols of 1 countries

Geography

Cultural geography Matches pictures of flags of various countries 1

Geography

Cultural geography Identifies and names the flags of various countries 1

Geography

Cultural geography Identifies and names the flags of many countries 1 from own continent

Geography

Cultural geography Draws or makes flags using various media (drawing, 1 tracing, cutting and pasting etc.)

Geography

Cultural geography Identifies and names the flags of many countries, 1 including large countries and the countries of origin of all children in the class

Geography

Cultural geography Displays an interest in and explores various 1 components of the flags of different countries, noting how certain symbols can give a clue as to the history or location of a country

Geography

Cultural geography Displays an interest in and explores the flags of 1 various associations and other groups (other than countries) as well as some of the uses of flags

Geography

Cultural geography Matches the countries of North America with their 1 flags, using the corresponding Puzzle Map, Pin Map, or blank outline map

w ie

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Geography

2nd 3rd

4th 5th 6th

•• •• •• ••••

ID #

80

81

82

83

84

85

86

87

88

89

90

y

op C

•••• • ••• ••• •••• ••• ••• ••• • • ••••

91

R 92

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Cultural geography Matches the countries of South America with their 1 flags, using the corresponding Puzzle Map, Pin Map, or blank outline map

Geography

Cultural geography Matches the countries of Europe with their flags, 1 using the corresponding Puzzle Map, Pin Map, or blank outline map

Geography

Cultural geography Matches the countries of Africa with their flags, 1 using the corresponding Puzzle Map, Pin Map, or blank outline map

Geography

Cultural geography Matches the countries of Africa with their flags, 1 using the corresponding Puzzle Map, Pin Map, or blank outline map

Geography

Cultural geography Matches the countries of Oceania with their flags, 1 using the corresponding Puzzle Map, Pin Map, or blank outline map

Geography

Cultural geography Identifies and matches the flags of the states or 1 provinces of the country in which he or she lives with the corresponding Puzzle Map or blank outline map of the country

Geography

Cultural geography Explores contents of the various Treasure Boxes 2 containing artifacts

Geography

Cultural geography Identifies different styles of dress, housing, transport, 2 and foods as belonging to a specific country of study

Geography

Cultural Geography Investigates and gathers information about the 3 Research and physical and cultural geography of the nations of the Reports world from the encyclopedia and classroom resource books.

Geography

Cultural Geography Prepares bulletin board reports on given countries 3 Research and from around the world. Reports

Geography

Cultural Geography Is able to do a simple country research pertaining to a 3 Research and specific country of study Reports

Geography

Cultural Geography Is able to do an in-depth country research pertaining 3 Research and to a specific country of study Reports

Geography

Cultural Geography Uses Power Point, or similar digital presentation 3 Research and software, to prepare presentations that illustrate and Reports enhance oral reports

w ie

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Geography

2nd 3rd

4th 5th 6th

• • •••• • • •••• • • •••• • • •••• • • •••• • • •••• ••• ••• • ••••• ••• ••• ••• • •••••

ID #

R 93 R 94 R 95 R 96 R 97 R 98

R

R

y

op C

I

99

100

101

102

103

104

105

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Cultural Geography Prepares and gives oral reports on given countries 3 Research and from around the world Reports

Geography

Cultural Geography Studies the flags from each country included in the 4 Research and continent of study - researches the history of the Reports countries' flags or researches the history of a specific country's flag: includes the reason for the design and the color of the flag/s, draws and colors the flag/s and includes whether the flag has changed from the original flag and an explanation of the reasons for Cultural Geography Studies the different animals and their habitats across 4 Research and a continent. All aspects about the animal/s such as Reports habitat, life cycle, characteristics, environmental impact on humans and the impact of humans on the animal are included in the study

Geography

4th 5th 6th

••••• ••

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Geography

2nd 3rd

109

Geography

Cultural Geography Studies land and water forms of a continent (Physical 4 Research and geography of the continent). Study includes the Reports continent’s climate and all aspects of meteorology; includes a large detailed physical map of the continent

Geography

Cultural Geography Studies the political geography of a region – this 4 Research and research includes detailed information about the Reports various governments in a certain region, or across an entire continent. This would probably become a compare/contrast type report. An individual country’s government could also be studied including a timeline through present day history about the Cultural Geography Studies the economics of a specific country or region 4 Research and including information on the various types of goods Reports manufactured/grown/mined in a specific country or region; researches the various aspects of imports and exports and the impact they have on the country’s economy

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Geography

Mapping skills 1

Using the Puzzle Map of North America, the child can read and use the cards prepared with the corresponding names to label each country in North America.

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Cultural Geography Completes an in-depth study so as to be able to draw, 4 Research and label and color a variety of maps about the continent Reports of study. Maps may include: political map, physical map, biome map, map of animals, map of plants, economic map, map of archeological sites, map of ancient civilizations

•••

R

107

108

Cultural Geography Studies the different plant species/native plants and 4 Research and their habitats across the continent. All aspects about Reports the plants such as habitat, life cycle, characteristics, environmental impact on humans and impact of humans on the species are included in the study

Geography

106

••

Geography

Geography

ID #

110

111

••

112

••

113

114

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping skills 1

Using the Puzzle Map of South America, the child can read and use the cards prepared with the corresponding names to label each country in South America.

Geography

Mapping skills 1

Using the Puzzle Map of Europe, the child can read and use the cards prepared with the corresponding names to label each country in Europe.

Geography

Mapping skills 1

Using the Puzzle Map of Africa, the child can read and use the cards prepared with the corresponding names to label each country in Africa.

Geography

Mapping skills 1

Using the Puzzle Map of Asia, the child can read and use the cards prepared with the corresponding names to label each country in Asia.

Geography

Mapping skills 1

Using the Puzzle Map of Oceania, the child can read and use the cards prepared with the corresponding names to label each country in the region.

Geography

Mapping skills 2

Using the Pin Maps, the child can label the countries of North America.

Geography

Mapping skills 2

Using the Pin Maps, the child can identify and labels the capital cities of the nations of North America

Geography

Mapping skills 2

Using the Pin Maps, the child can label the countries of South America.

Geography

Mapping skills 2

Using the Pin Maps, the child can identify and labels the capital cities of the nations of South America

Geography

Mapping skills 2

Using the Pin Maps, the child can label the countries of Europe.

Geography

Mapping skills 2

Using the Pin Maps, the child can identify and labels the capital cities of the nations of Europe

Geography

Mapping skills 3

Prepares written name tags to label the states or provinces of the country in which he or she lives, using the corresponding Puzzle Map or a blank outline map

Geography

Mapping skills 3

Prepares written name tags to label the countries of North America, using the corresponding Puzzle Map or blank outline map

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Geography

2nd 3rd

4th 5th 6th

R

115

R

116

R

117

R

118

R

119

R 120 R 121 R 122 R 123 R 124 R 125

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••• ••• ••• ••• ••• •••• •••• •••• •••• •••• •••• •••• ••••

ID #

R 126

R 127

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping skills 3

Prepares written name tags to label the countries of South America, using the corresponding Puzzle Map or blank outline map

Geography

Mapping skills 3

Prepares written name tags to label the countries of Europe, using the corresponding Puzzle Map or blank outline map

Geography

Mapping skills 3

Prepares written name tags to label the countries of Africa, using the corresponding Puzzle Map or blank outline map

Geography

Mapping skills 3

Prepares written name tags to label the countries of Asia, using the corresponding Puzzle Map or blank outline map

Geography

Mapping skills 3

Prepares written name tags to label the countries of Oceania, using the corresponding Puzzle Map or blank outline map

Geography

Mapping Skills Map Reading

Locates a given country on a detailed map

Geography

Mapping skills 4

Identifies and matches the flag of the state or province in which he or she lives with a corresponding Puzzle Map or blank outline map of the country

Geography

Mapping skills 4

Duplicates a layout from one map board to another, with both boards placed side-by-side and oriented in the same direction

Geography

Mapping skills 4

Using the Model Town or Farm, the child duplicates a layout from one board to another, with the two boards separated and oriented in opposite directions

Geography

Mapping skills 4

Using the Model Town or Farm, the child duplicates a layout on one board when given a photograph of a layout of the buildings set up on a duplicate board

Geography

Mapping skills 5

Using a scale model of the classroom, the child duplicates the layout of the furniture in the classroom on a simple scale model

Geography

Mapping skills 5

Using the Model Town or Farm, the child duplicates a layout from one board to another, using drawings of each of the buildings to represent the 3dimensional model buildings found on the other

Geography

Mapping skills Identifies the north and south poles on the Continent Introduction to Globe and distinguishes between ‘movement’ on the compass directions globe in a northerly or southerly direction 1

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Geography

2nd 3rd

4th 5th 6th

•••• •••• •••• •••• •••• •••• •• ••• ••• ••• ••• ••• •• R

ID #

R 128 R 129 R 130 R 131 R 132 R 133

134

135

137

138

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136

139

140

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping skills Identifies the north, south, east, and west walls of the Introduction to classroom compass directions 1

Geography

Mapping skills On ‘command,’ the child moves X-steps north, east, Introduction to south, or west in the classroom compass directions 1

Geography

Mapping skills Identifies the directions north, east, south, and west Introduction to outside on the playground compass directions 1

Geography

Mapping skills Understands and demonstrates the concept of Introduction to moving to the north, south, east, and west on a map compass directions 2

Geography

Mapping skills Uses a simple compass to identify the directions Introduction to north, east, south, and west compass directions 3

Geography

Mapping skills Using a compass 1

Using a simple compass, on command, the child can move X-steps north, east, south, or west in the classroom or outside

Geography

Mapping skills Using a compass 1

Using a simple compass, the child can identify the directions northeast, northwest, southeast, and southwest outside

Geography

Mapping skills Using a compass 2

Identifies the relative position of any point on a map as being north, northeast, east, southeast, south, southwest, west, or northwest of any other given point

Geography

Mapping Skills The Town game 1

Using the Town Game, the child places specific model buildings on a model layout of a small village in which all streets have been named, using commands that refer only to their placement on a given street: “Place the church on Elm Street”

Geography

Mapping Skills The Town game 2

Using the Town Game, the child places specific model buildings on the model town, using commands that refer only to their placement at the intersection of two streets

Geography

Mapping Skills The Town game 3

Using the Town Game, the child places specific model buildings on a model town, using commands that specify which corner (NE, NW, SE, SW) of a given intersection they should be placed on

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Geography

2nd 3rd

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•• •• •• ••• ••• ••• •• •• •• •• ••

4th 5th 6th

ID #

141

142

143

R

144

R

145

R

146

R

147

R

148

149

150

151

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping Skills Using an atlas

Identifies the symbols used to represent parks, schools, hospitals, bridges, and other major points of interest on maps

Geography

Mapping Skills Map Reading 1

Measures distance between two points on a map using the mileage scale

Geography

Mapping Skills Map Reading 1

Locates a specific location on a simple grid using the horizontal and vertical coordinates printed along the sides

Geography

Mapping Skills Map Reading 1

Locates a specific location using the grid coordinates given on a road map

Geography

Mapping Skills Map Reading 2

Reads a street map to determine the best route between two places

Geography

Mapping Skills Map Reading 2

Uses a local area map to plan the route from school to a field trip destination, and then uses it to instruct the driver along the way

Geography

Mapping Skills Map Reading 2

Uses a local street map to find his/her way around an unfamiliar area

Geography

Mapping Skills Map Reading 3

Determines the distance along a given route between two points, using the map scale

Geography

Mapping Skills Map Reading 3

Determines the size of cities and towns on a highway map, using the map key

Geography

Mapping Skills Map Reading 3

Distinguishes among the kinds of roads shown on a highway map, using the map key

Geography

Mapping Skills Using an atlas 4

Uses a pictographic map from an atlas to determine the major features of a given country’s terrain: elevation above sea level, mountain ranges, natural barriers to travel, logical land and water transportation routes

Geography

Mapping Skills Map Reading 5

Reads a contour map to determine the elevation of any given point

Geography

Mapping Skills Map Reading 5

Determines the direction of river flow on a map that shows elevation

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Geography

2nd 3rd

4th 5th 6th

R

ID #

152

y

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••• ••• ••• ••• ••• ••• •• •• •• •• •• •••

153

154

155

156

157

158

159

160

161

162

163

R 164

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping Skills Map Reading 1

Locates the Equator and Prime Meridian on a globe or map

Geography

Mapping Skills Map Reading 1

Identifies the northern and southern hemispheres

Geography

Mapping Skills Map Reading 1

Locates on a globe or map the Tropic of Cancer, Tropic of Capricorn, Arctic Circle, and Antarctic Circle

Geography

Mapping Skills Map Reading 2

Demonstrates that parallels of latitude indicate direction north and south of the Equator

geography

Mapping Skills Longitude and Latitude 1

Uses the concepts of absolute location (e.g. using grid systems) and relative location (e.g. direction, reference to neighboring states, and water features).

Geography

Mapping Skills Longitude and Latitude 1

Distinguishes between meridians of longitude and parallels of latitude and use the equator and prime meridian to identify Northern, Southern, Eastern, and Western Hemispheres.

Geography

Mapping Skills Map Reading 1

Demonstrates that medians of longitude represent direction east and west of the Prime Meridian

Geography

Mapping Skills Map Reading 2

Locates a point on a map or globe given its longitude and latitude in degrees

Geography

Mapping Skills Map Reading 3

Locates a point on a detailed chart given its longitude and latitude in degrees, minutes, and seconds

Geography

Mapping Skills Map Reading 3

Measures distance between two points on a globe using a Great Circle route

Geography

Mapping Skills Map Reading 3

Identifies time zone differences on a globe using longitude

Geography

Mapping Skills Using an atlas 1

Identifies the symbols used to represent national boundaries on a political map

Geography

Mapping Skills Using an atlas 2

Distinguishes among the different levels of political subdivisions shown on a map: nations, states or provinces, counties, and cities

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Geography

2nd 3rd

4th 5th 6th

••• ••• ••• ••• •• •• •• •• •• •• •• ••• •••

ID #

R 165 R 166 R 167 R 168

169

170

R 171 R 172

174

175

y

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173

176

177

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping Skills Using an atlas 2

Uses a pictographic map from an atlas to determine a country’s major natural resources, agricultural products, and industries by region

Geography

Mapping Skills Using an atlas 2

Uses a pictographic map from an atlas to determine a country’s annual rainfall by region

Geography

Mapping Skills Using an atlas 3

Uses a pictographic map from an atlas to determine what type of climate(s) exist within a given country

Geography

Mapping Skills Using an atlas 4

Uses a pictographic map from an atlas to determine the size of a given country’s cities and the pattern of how its population is distributed

Geography

Mapping Skills Using an atlas 5

Analyzes the information given in all of these maps to suggest why the major population centers of a given country were located where they are now.

Geography

Mapping Skills Using an atlas 5

Uses the atlas’ index or table of contents to determine which map would be appropriate for a given task

Geography

Mapping Skills Map making 1

Briefly describes the history of map making: The importance of maps in trade, exploration, and warfare before 1900, and how early maps were developed

Geography

Mapping Skills Map making 1

Makes an accurate map of the school campus

Geography

Mapping Skills Map making 2

Uses online tools, such as Google Earth and Google Maps, to locate and investigate specific places of interest around the world

Geography

Mapping Skills Map making 2

Uses a GPS navigation system to identify his or her location and plot a route to a destination

Geography

Mapping Skills Map making 3

Explains how GPS navigation systems work

Geography

Mapping Skills Map making 3

Explains, in simple terms, how a satellite image system, like Google Earth, works

Geography

Mapping Skills Map making 4

Describes how modern cartographers prepare maps from the air and from space

Geography

Mapping Skills Map making 4

Locates familiar points on the school campus or around the community from an aerial photograph or Google Earth image

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Geography

2nd 3rd

4th 5th 6th

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••• ••• ••• ••• •• •• • • ••• ••• ••• ••• ••• •••

ID #

178

179

180

181

182

183

184

185

186

187

188

189

190

191

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping Skills Map Reading 5

Explains the importance and everyday use of contour maps in hiking, construction, and aircraft navigation

Geography

Mapping Skills Map Reading 5

Explains how contour maps are prepared by land surveying methods

Geography

Mapping Skills Map making 5

Constructs a three dimensional map model of a contour map out of overlapping cardboard

Geography

Mapping Skills Map Reading 5

Uses a contour map (with a compass) on a hike during a hike or on a camping trip to determine his/her position and find the best route

Geography

The geographical features of the world 1

Identifies the major islands of the world on a map

Geography

The geographical features of the world 1

Identifies the major lakes of the world on a map

Geography

The geographical features of the world 1

Identifies the major deserts of the world on a map

Geography

The geographical features of the world 1

Identifies the major rivers of the world on a map

Geography

The geographical features of the world 1

Identifies the major mountain ranges of the world on a map

Geography

The geographical features of the world

Identifies the following geological land formations on a 3-dimensional model: mountains, foothills, valley, plateau, canyon, mesa, river palisades, volcano, and crater lake

Geography

The geographical features of the world

Understands and explains the water cycle

Geography

The geographical features of the world

Identifies on a chart the interior regions of the Earth

Geography

The geographical features of the world

Describes in simple terms what scientists know or believe to be true about the interior regions of the Earth

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Geography

2nd 3rd

4th 5th 6th

192

193

194

195

196

197

198

199

200

201

202

y

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•• •• •• •• •••• •••• •••• •••• •••• ••••• ••• •• ••

ID #

203

204

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The geographical features of the world

Briefly describes continental shelves

Geography

The geographical features of the world

Briefly explains the concept of tectonic plates and continental drift

Geography

The geographical features of the world

Describes earthquakes and the damage that they can cause

Geography

The geographical features of the world

Explains in simple terms that earthquakes are the result of opposing pressure and slippage between two tectonic plates

Geography

The geographical features of the world

Describes in simple terms what scientists know or believe to be true about volcanoes

Geography

The geographical features of the world

Identifies the major regions of volcanic activity in the world today

Geography

Climates and Environments

Explains and gives examples of how the climate and environment that people live in strongly affects their lives

Geography

The geographical features of the world

Explains the concept of how wind and water weather, erode, and deposit soil and sand to continue to shape the surface of the Earth

Geography

Climates and Environments

Describes the climate and environment of desert regions around the world

Geography

Climates and Environments

Describes and name some examples of plants that are typically found in the desert

Geography

Climates and Environments

Describes and names some examples of animals that are typically found in the desert

Geography

Climates and Environments

Describes how people dress in the desert

Geography

Climates and Environments

Describes and names some examples of shelter and housing typically found in desert regions

Geography

Climates and Environments

Describes and names some examples of traditional modes of transportation in the desert

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Geography

2nd 3rd

4th 5th 6th

••• ••• ••• ••• • ••••• •• • ••• ••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• R

ID #

205

206

207

208

209

210

211

212

213

y

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214

215

216

217

218

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Climates and Environments

Describes the lives of children who live in desert regions

Geography

Climates and Environments

Describes the climate and environment of rain forest regions around the world

Geography

Climates and Environments

Describes and names some examples of plants that are typically found in the rain forest

Geography

Climates and Environments

Describes and names some examples of animals that are typically found in the rain forest

Geography

Climates and Environments

Describes and names some examples of how people dress in the rain forest

Geography

Climates and Environments

Describes and names some examples of shelter and housing typically found in rain forests

Geography

Climates and Environments

Describes and names some examples of traditional modes of transportation in the rain forest

Geography

Climates and Environments

Describes the lives of children who live in rain forest regions

Geography

Climates and Environments

Describes the climate and environment of tundra regions around the world

Geography

Climates and Environments

Describes and names some examples of plants that are typically found in tundra regions around the world

Geography

Climates and Environments

Describes and names some examples of animals that are typically found in tundra regions around the world

Geography

Climates and Environments

Describes and names some examples of how people dress in tundra regions around the world

Geography

Climates and Environments

Describes and names housing typically found in tundra regions around the world

Geography

Climates and Environments

Describes and names some examples of traditional modes of transportation in tundra regions around the world

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Geography

2nd 3rd

4th 5th 6th

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ID #

219

220

221

222

223

224

225

226

227

228

229

230

231

232

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Climates and Environments

Describe the lives of children who live in tundra regions around the world

Geography

Climates and Environments

Describes the climate and environment of grassland regions around the world

Geography

Climates and Environments

Describes and names some examples of plants that are typically found in grassland regions around the world

Geography

Climates and Environments

Describes and names some examples of animals that are typically found in grassland regions around the world

Geography

Climates and Environments

Describes and names some examples of how people dress in grassland regions around the world

Geography

Climates and Environments

Describes and names some examples of shelter and housing typically found in grassland regions around the world

Geography

Climates and Environments

Describes and names some examples of traditional modes of transportation in grassland regions around the world

Geography

Climates and Environments

Describes the lives of children who live in grassland regions around the world

Geography

Climates and Environments

Describes the climate and environment of temperate forest regions around the world

Geography

Climates and Environments

Describes and names some examples of plants that are typically found in temperate forest regions around the world

Geography

Climates and Environments

Describes and names some examples of animals that are typically found in temperate forest regions around the world

Geography

Climates and Environments

Describes and names some examples of how people dress in temperate forest regions around the world

Geography

Climates and Environments

Describes and names some examples of shelter and housing typically found in temperate forest regions around the world

Geography

Climates and Environments

Describes and names some examples of traditional modes of transportation in temperate forest regions around the world

w ie

ev Pr

Geography

2nd 3rd

4th 5th 6th

y

op C

• ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • •••••

ID #

233

234

235

236

237

238

239

240

241

242

243

244

245

246

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Climates and Environments

Describes the lives of children who live in temperate forest regions around the world

Geography

Climates and Environments

Describes the climate and environment of mountainous regions around the world

Geography

Climates and Environments

Describes and names some examples of plants that are typically found in mountainous regions around the world

Geography

Climates and Environments

Describes and names some examples of animals that are typically found in mountainous regions around the world

Geography

Climates and Environments

Describes and names some examples of how people dress in mountainous regions around the world

Geography

Climates and Environments

Describes and names some examples of shelter and housing typically found in mountainous regions around the world

Geography

Climates and Environments

Describes and names some examples of traditional modes of transportation in mountainous regions around the world

Geography

Climates and Environments

Describes the lives of children who live in mountainous regions around the world

Geography

Climates and Environments

Describes the climate and environment of wetland regions around the world

Geography

Climates and Environments

Describes and names some examples of plants that are typically found in wetland regions around the world

Geography

Climates and Environments

Describes and names some examples of animals that are typically found in wetland regions around the world

Geography

Climates and Environments

Describes and names some examples of how people dress in wetland regions around the world

Geography

Climates and Environments

Describes and names some examples of shelter and housing typically found in wetland regions around the world

Geography

Climates and Environments

Describes and names some examples of traditional modes of transportation in wetland regions around the world

w ie

ev Pr

Geography

2nd 3rd

4th 5th 6th

y

op C

• ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • ••••• • •••••

ID #

247

248

249

250

251

252

253

254

255

256

257

258

259

260

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Climates and Environments

Describes the lives of children who live in wetland regions around the world

Geography

Famous Buildings of the World

Identifies the capital cities of the nations of North America on a map

Geography

World Capitals

Identifies the capital cities of the nations of North America on a map

Geography

World Capitals

Identifies the capital cities of the nations of South America on a map

Geography

World Capitals

Identifies the capital cities of the nations of Europe on a map

Geography

World Capitals

Identifies the nations of Asia and their capital cities on a map

Geography

World Capitals

Identifies the nations of Asia and their capital cities on a map

Geography

Regions of the Country in Which We Live

Investigates and gathers, from many resources, information about the city in which we live

Geography

Regions of the Country in Which We Live

Investigates and gathers information about the state we live in from many resources, including the encyclopedia, classroom resource books, artifacts, audiovisual materials, and field trips

Geography

Regions of the Country in Which We Live

Investigates and gathers, from many resources, information about the regions of the country in which we live

Geography

Regions of the Country in Which We Live

Identifies the states/provinces that make up each of the regions of the country in which we live.

Geography

Regions of the Country in Which We Live

Describes the physical geography of the land in each of the regions of the country in which we live

Geography

Regions of the United States

Identifies the major cities within each of the states or provinces of the country in which he or she lives

w ie

ev Pr

Geography

2nd 3rd

4th 5th 6th

261

262

263

264

265

266

267

268

269

270

271

y

op C

• ••••• ••• ••• ••• ••• ••• ••• • ••••• • ••••• • • • ••••• ••• ••• •••

ID #

272

273

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Regions of the United States

Identifies the major natural resources and industries of each region of the country in which he or she lives

Geography

Regions of the United States

Describe the cultural heritage and traditions of each region of the country in which he or she lives

Geography

Regions of the United States

Identifies the ethnic groups that have settled in each reach region of the country in which he or she lives

Geography

Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Celebrations

Participates in and describes in increasing detail the origins and meaning of the traditional Jewish/American holiday of Rosh Hashanah

Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional

Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Halloween. (October 31)

Geography

Geography

Geography

Geography

Participates in and describes in increasing detail the origins and meaning of traditional West African harvest festivals. Participates in and describes in increasing detail the origins and meaning of the traditional Israeli celebration of Succos.

••••• ••••• ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • •••••

Participates in and describes in increasing detail the origins and meaning of the common Montessori school celebration of International Children’s Festivals. (sometimes celebrated in October, but can be held any time)

Participates in and describes in increasing detail the origins and meaning of Election Day (first Tuesday in November in election years)

y

Geography

Participates in and describes in increasing detail the origins and meaning of the traditional Italian/American holiday, Columbus Day

4th 5th 6th

op C

Geography

Participates in and describes in increasing detail the origins and meaning of the Jewish high holy day of atonement, Yom Kippur

w ie

Geography

ev Pr

Geography

2nd 3rd

• • • ••••• • • • •••••

ID #

274

275

276

277

278

279

280

281

282

283

284

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Geography

Geography

Geography

Geography

Geography

Geography

Participates in and describes in increasing detail the origins and meaning of the traditional American holiday, Thanksgiving (November) Participates in and describes in increasing detail the origins and meaning of the traditional German celebration of Oktoberfest Participates in and describes in increasing detail the origins and meaning of Native American Indian Heritage Day Participates in and describes in increasing detail the origins and meaning of the traditional Jewish/American holiday, Hanukkah (November or December) Participates in and describes in increasing detail the origins and meaning of the traditional African/American celebration of Kwanzaa Participates in and describes in increasing detail the origins and meaning of the traditional Christian/American celebration of Christmas. (December 25)

Participates in and describes in increasing detail the origins and meaning of the traditional ways European countries celebrate Christmas. Participates in and describes in increasing detail the origins and meaning of the traditional Mexican celebrations of Three Kings Day (January)

4th 5th 6th

• • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • •••••

y

Geography

Participates in and describes in increasing detail the origins and meaning of the traditional Indian celebration of Diwali.

2nd 3rd

op C

Geography

Participates in and describes in increasing detail the origins and meaning of the traditional American holiday, Veterans’ Day (November)

w ie

Geography

Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Traditional holidays

Age 3 Age 4 KG 1st

Curriculum Element

ev Pr

Geography

Strand

ID #

285

286

287

288

289

290

291

292

293

294

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Geography

Geography

Geography

Geography

Geography

Geography

Participates in and describes in increasing detail the origins and meaning of the traditional Chinese/American celebration of Chinese New Year Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Ground Hog Day (February) Participates in and describes in increasing detail the origins and meaning of the traditional Brazilian celebrations of Carnival/Mardi Gras (February/March) Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Abraham Lincoln’s Birthday (February 12) Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Valentine’s Day (February 14) Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of George Washington’s Birthday (February 22) Participates in and describes in increasing detail the origins and meaning of the traditional Canadian Heritage Day Participates in and describes in increasing detail the origins and meaning of the traditional Japanese celebration of Boys’ and Girls’ Days

4th 5th 6th

• • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • •••••

y

Geography

Participates in and describes in increasing detail the origins and meaning of the American celebration of Inauguration Day (Every 4 years after a Presidential election)

2nd 3rd

op C

Geography

Participates in and describes in increasing detail the origins and meaning of the traditional American holiday, Martin Luther King’s Day and Black History Month (January 15)

w ie

Geography

Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Traditional holidays

Age 3 Age 4 KG 1st

Curriculum Element

ev Pr

Geography

Strand

ID #

295

296

297

298

299

300

301

302

303

304

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Geography

Geography

Geography

Geography

Geography

Geography

Geography

The Imaginary Island Study

Develops a scientifically plausible map and description of the interior geographical features of his/her imaginary island

Participates in and describes in increasing detail the origins and meaning of the traditional Irish/American celebration of St. Patrick’s Day (March) Participates in and describes in increasing detail the origins and meaning of the traditional Jewish/American holiday of Passover. (March/April) Participates in and describes in increasing detail the origins and meaning of the traditional Christina/American celebration of Easter (March/April) Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Arbor Day (sometimes celebrated as Earth Day) Participates in and describes in increasing detail the origins and meaning of the traditional Mexican/American celebration of Cinco de Mayo (May 5) Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Mother’s Day (May) Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Father’s Day (June) Participates in and describes in increasing detail the origins and meaning of the traditional American celebration of Flag Day (June) Develops an imaginary island, and place it on the Earth, giving its longitude and latitude

4th 5th 6th

• • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• • • • ••••• •••• ••••

y

Geography

Participates in and describes in increasing detail the origins and meaning of the traditional spring Egyptian celebration of Sham El Nessim, which means "Smelling of the Breeze"

2nd 3rd

op C

Geography

Cultural Geography: Festivals & Celebrations Traditional holidays Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional Cultural Geography: Festivals & Celebrations Traditional The Imaginary Island Study

w ie

Geography

Age 3 Age 4 KG 1st

Curriculum Element

ev Pr

Geography

Strand

ID #

305

306

307

308

309

310

311

312

313

314

315

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The Imaginary Island Study

Develops a scientifically plausible description of the topography and drainage patterns of his/her imaginary island

Geography

The Imaginary Island Study

Develops a scientifically plausible map and description of the coastal features of his/her imaginary island

Geography

The Imaginary Island Study

Develops a scientifically plausible description of the climate that would be found on his/her imaginary island, explaining what factors would contribute to its climate.

Geography

The Imaginary Island Study

Develops a scientifically plausible description of the flora and fauna of his/her imaginary island and how it came to be there.

Geography

The Imaginary Island Study

4th 5th 6th

•• •••• •••• •••• ••••

ev Pr

Geography

2nd 3rd

Develops a scientifically plausible description of the people and their culture and history on his/her imaginary island and how their ancestors came to live there.

ID #

316

317

318

319

320

w ie y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The language of time

Displays and understanding of concepts of day and night, often expressed in terms of "sleeps"

History

The language of time

Uses vocabulary of time in daily conversation

History

The language of time

Displays an understanding of concept of year, seasons etc. through participation in the Birthday ring.

History

The language of time

Explores the language and measurement of time through various timers and clocks.

History

The language of time

Collaborates in compiling a linear calendar for the class which includes interesting points of interest such as the weather and special events.

History

The language of time

Uses "helping hands" chart to explore concepts of tomorrow, today and yesterday

History

The language of time

Places pictures representing events in a typical day in correct order

History

The language of time

Begins to use names of days of the week in daily conversation

History

The language of time

Names days of week.

History

The language of time

Begins to use names of months of the year in daily conversation

History

The language of time

Can sing months of the year song

History

The language of time

Reads days of the week cards and places them in correct order

History

The language of time

Reads months of the year cards and places them in correct order, either in a column, or in radial format around a central "sun"

History

The language of time

Works with the teaching calendar, placing month names, days of the week and numerals in sequence

w ie

ev Pr

History

y

op C

••• •••• •••• •••• •••• •••• •••• ••• ••• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The passage of time

Sorts pictures of outdoor scenes into the different seasons that they represent

History

The passage of time

Relates seasons to months of the year using appropriate material

History

The passage of time

Places pictures representing events throughout the year onto the timeline of the year

History

The passage of time

Makes a personal timeline placing pictures of events from own life on a timeline

History

The passage of time

Places cards representing individuals of various ages in numbered spaces on timeline showing how humans age

History

The passage of time

Displays an understanding that a year is the time that it takes the Earth to go around the sun one time.

History

The passage of time

Displays knowledge that a year comprises 12 months, or 365 1/4 days

History

The passage of time

Discusses how own area typically changes during each of the seasons, including weather, appropriate dress, traditional activities, and major holidays

History

The passage of time

Places a series of seasonal pictures depicting typical outdoor scenes and activities on the timeline of a year/ or cyclical material, according to season

History

The passage of time

Relates seasonal changes in weather to the orbit of the earth around the sun and the tilt of the earth's axis [cross-reference geography curriculum]

History

The passage of time

Places a series of seasonal pictures depicting typical outdoor scenes and activities on the timeline of a year according to the month(s) in which the scene is most likely to have taken place

History

The passage of time

Places pictures on "past and present" chart to develop an understanding of the past

History

The passage of time

Has conversations with elderly people, or listens to stories about what life was like when grandma was a child

w ie

ev Pr

History

2nd 3rd

4th 5th 6th

••• ••• ••• ••• ••• •• • • ••••• •• • •• •• •••• •••• I

ID #

15

16

17

18

19

20

21

I

22

I

23

op C I

24

25

y

26

27

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The passage of time

Explores and discusses images and artifacts from the past

History

The passage of time

Sorts objects or images of animals according to whether they exist today or are from a time in the distant past

History

The passage of time

Explores and discusses images of transport, homes, clothing etc. from different periods (relating to fundamental needs)

History

The passage of time

Collaborates in producing a personal family tree

History

The passage of time

Compares the ages of people in his/her own family using golden beads

History

The passage of time

Listens to stories about people who lived long ago and shows an awareness and interest in what/ who was before or after some other event or person

History

Telling time

Looks at and discusses pictures of activities in a typical day discussing which happen in the morning, afternoon and evening, which come before and after etc.

History

Telling time

Places number pieces in the face of the Montessori clock

History

Telling time

Uses the Montessori clock to identify and say time to the hour (o'clock)

History

Telling time

Uses the Montessori clock to identify and say time to the half hour

History

Telling time

Uses the Montessori clock to indentify and say times in five minute increments

History

Telling time

Lays out pictures of activates in a typical day and matches them to the times indicated on a timeline

History

Telling time

Uses classroom analogue clock to tell time

w ie

ev Pr

History

4th 5th 6th

ID #

28

29

30

31

32

33

34

35

36

37

38

y

op C

••• ••• •• •• •• •• ••• •• •• • • ••• •••

2nd 3rd

39

40

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Telling time

Uses digital clock or watch to tell time

History

Telling time

Tells time to the hour using preferred clock/watch

History

Telling time

Tells time to the hour using preferred clock/watch

History

Telling time

Tells time to the half-hour using preferred clock/watch

History

Telling time

Tells time to the quarter-hour hour using preferred clock/watch

History

Telling time

Tells time to within five minutes using preferred clock/watch.

History

Telling time

Tells time to the minute using preferred clock/watch

History

Telling time

Calculates the equivalent values in time from seconds to minutes, minutes to hours, and hours to days, and vice versa

History

Telling time

Tells time using European 24 hour system.

History

Telling time

Uses internet based time zone converter to explore concept of time zones

History

Telling time

Uses internet based simulation which shows progress of day/night as earth rotates to explore concept of time zones

History

Telling time

Displays an understanding of the relationship between position of the sun, the earth's rotation an local time.

History

Telling time

Calculates the current time in another time zone based on longitude

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History

2nd 3rd

4th 5th 6th

••• ••• •••• •••• ••• •••• • • ••• I I

ID #

41

42

43

44

45

46

47

y

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•• •• • • • •

48

49

I

50

I

51

I

52

I

53

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Introduction to timelines

Uses a Linear (day-by-day) Calendar to record a simple history of the class’ year: daily temperature, weather, birthdays, special events. At the end of each month and at the end of the year they are laid out as a timeline and reviewed.

History

Introduction to timelines

Events recorded on the linear timeline (such as weather) are represented in various ways using graphs, charts etc. [cross ref. Geography and Mathematics]

History

Introduction to timelines

Uses a standard calendar to plan and record activities

History

Timelines

Creates a personal history by placing photos of him/herself at various ages on the Personal Time Line

History

Timelines

Creates own personal timeline with photos of him/herself at various ages and lists of events that have been important in his/her life

History

Introduction to historical research

Gathers family data about immediate family and constructs a two-generation family tree; data collected orally from parents and inserted into pro-forma family sheet (c.f. online software such as Ancestry. com or downloadable family sheets)

History

Introduction to historical research

Compiles short biographies of family members which appear on the two-generation tree; presents biographies either orally or in a small book

History

Introduction to historical research

Interviews parents about events that occurred during their lives and adds this information to portfolio of Family History

History

Introduction to historical research

Gathers replicas of source documents for family history to verify oral information; using these for further in depth study, and to take family tree and biographical records back further generations

History

Introduction to historical research

Researches events in which own ancestors were involved and presents findings to class in chosen format

History

Introduction to historical research

Differentiates between different types of sources and comments on their reliability

History

Introduction to historical research

Uses primary and secondary sources to reconstruct an event in the past

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History

2nd 3rd

4th 5th 6th

• • ••• ••• ••• •••• • •••• • •••• I

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• •••• • •••• •••• •• ••••• •••••

ID #

54

55

56

57

58

59

60

61

62

63

64

65

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Introduction to historical research

Explores archeological findings as a source for historical knowledge, including material remains, artifacts and buildings

History

Introduction to historical research

Explores Carbon 12 dating, DNA analysis and other scientific and technological methods of finding out about the past

History

Holidays

History

Holidays

Historical Holidays: Geography and cultures of the world are introduced on a three year cycle basis: Years A, B & C. Year A - North and South America; Year B - Europe, Oceania & Antarctica; Year C Africa and Asia. (This affects the year in which certain lessons, or certain levels of certain lessons, are presented) Participates in celebration and discussion of Native American Indian Heritage Day

History

Holidays

Participates in celebration and discussion of Columbus Day

History

Holidays

Participates in celebration and discussion of Veteran’s Day

History

Holidays

Participates in celebration and discussion of The Winter Festival

History

Holidays

Participates in celebration and discussion of Martin Luther King’s Day & African-American History month

History

Holidays

Participates in celebration and discussion of Abraham Lincoln’s Birthday

History

Holidays

Participates in celebration and discussion of George Washington’s Birthday

History

Holidays

Participates in celebration and discussion of Founder’s Day: The history of the school and the story of Maria Montessori

History

Holidays

Participates in celebration and discussion of a Renaissance Fair

History

Civilizations

Uses an historical atlas to gather information about the natural environment of a civilization

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History

2nd 3rd

4th 5th 6th

••••• ••••• • • • • •••••

y

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• • • • ••••• • • • • ••••• • • • • ••••• • • • • ••••• • • • • ••••• • • • • ••••• • • • • ••••• • • • • ••••• • • • • ••••• •••

ID #

66

67

68

69

70

71

72

73

74

75

76

77

78

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Civilizations

Uses an historical atlas to determine the sites of a past civilization’s major population centers, and offers thoughtful suggestions as to why they were located where they were

History

Civilizations

Takes simple, but accurate, notes of essential information about an historical civilization as it is presented in lectures or films

History

Civilizations

Uses the encyclopedia and library reference books to gather background information about an historical civilization

History

Civilizations

History

Civilizations

Prepares a well written research report on a civilization: records in own words key information from reference material; prepares an outline followed by a research report; provides a table of contents; provides a bibliography; illustrates the report in some way; communicates the report to a group in some way Works with materials and activities to expand knowledge and satisfy interest, understanding, and appreciation regarding an historical civilizations

History

Civilizations

Researches and recreates a menu of typical food or feast of a civilization in a given historical period

History

Civilizations

Reads and researches classical tales, myths and legends of a civilization in a given historical period

History

Civilizations

Researches and constructs models of buildings, dioramas, tools and artifacts of a civilization from a given historical period

History

Civilizations

Researches and is able to prepare artwork imitating that of a civilization from a given historical period

History

Civilizations

Researches and is able to perform dance, or music imitating that of a civilization from a given historical period

History

Civilizations

Researches and is able to perform a play from or about an historical civilization

History

Civilizations

Using Sumeria as a first example, studied by the entire class in depth, students learn how to apply research skills into any given historical civilization. Subsequent civilizations are studied in-depth by smaller teams of students, and the results of their research and extension activities are presented to the

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History

2nd 3rd

4th 5th 6th

••• ••• ••• •••

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ID #

79

80

81

82

83

84

85

86

87

88

89

90

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Civilizations

Determines the dates during which this civilization developed, flourished, and declined

History

Civilizations

Is able to describe all major civilizations in existence during a given historical period

History

Civilizations

Describes how many centuries ago a specific ancient civilization flourished

History

Civilizations

Is able to describe how many centuries a specific ancient civilization lasted

History

Civilizations

Is able to describe what the land looked like during the period of a specific ancient civilization's existence

History

Civilizations

Is able to describe what the climate was like during the period of a specific ancient civilization's existence

History

Civilizations

Is able to describe what plants and animals were present in their part of the world during a specific ancient civilization's existence

History

Civilizations

Is able to describe the type of dress worn by a specific ancient civilization

History

Civilizations

Is able to describe the type of food that was eaten by a specific ancient civilization

History

Civilizations

Is able to describe the types of homes and other structures that were build by a specific ancient civilization

History

Civilizations

Is able to describe how homes were furnished and decorated by a specific ancient civilization

History

Civilizations

Is able to describe what tools and household utensils were used by a specific ancient civilization

History

Civilizations

Is able to describe what the family structure was like in a specific ancient civilization

History

Civilizations

Is able to describe what kind of education was given to children from a specific ancient civilization

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History

2nd 3rd

4th 5th 6th

y

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••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •• ••• •••

ID #

91

92

93

94

95

96

97

98

99

100

101

102

103

104

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Civilizations

Is able to describe what kind of agriculture was practiced, what crops were grown and what animals were raised by a specific ancient civilization

History

Civilizations

Is able to describe what kinds of industry were developed by a specific ancient civilization

History

Civilizations

Is able to describe how daily commerce was conducted, what items were traded in their markets, and whether some form of currency was used by a specific ancient civilization

History

Civilizations

Is able to describe what kind of trade occurred, what was traded, with whom they traded, how goods were transported and which transportation routes were followed by a specific ancient civilization

History

Civilizations

Is able to determine what was ‘borrowed’ from contact with neighbors and more distant civilizations by a specific ancient civilization

History

Civilizations

Is able to determine in what kinds of recreation a specific ancient civilization partook

History

Civilizations

Is able to determine from where the people of a specific ancient civilization originally came

History

Civilizations

Is able to determine how well the environment suited a specific ancient civilization's needs

History

Civilizations

Is able to determine the kind of government a specific ancient civilization had

History

Civilizations

Is able to determine the type of class structure a specific ancient civilization had

History

Civilizations

Is able to determine what a specific ancient civilization's attitude toward war and defense was: Were they a peaceful or warlike people? What kinds of weapons and strategies did they employ? What sort of military did they have? What wars did they fight?’

History

Civilizations

Is able to describe the language the people of a specific ancient civilization spoke

History

Civilizations

Is able to describe how the people of a specific ancient civilization wrote

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History

2nd 3rd

4th 5th 6th

y

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••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •••

ID #

105

106

107

108

109

110

111

112

113

114

115

116

117

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Civilizations

Is able to describe what a specific ancient civilization's religion was like, what holidays were celebrated, and how their religion affected their daily lives

History

Civilizations

Is able to describe what the literature of a specific ancient civilization was like and can retell some of the most famous tales, myths and legends

History

Civilizations

Is able to describe what the art and music of a specific ancient civilization was and identifies examples of the art and music (if any has survived)

History

Civilizations

Is able to describe any inventions or discoveries of a specific ancient civilization

History

Civilizations

Is able to describe some of the famous men and women of a specific ancient civilization and explain their contributions to the civilization

History

Civilizations

Explains the archeological evidence that supports the information acquired and why it can be considered factual

History

Civilizations

Is able to describe the greatest ‘mysteries’ still confronting scientists about a specific ancient civilization

History

Civilizations

Undertakes research into the features of The Middle Ages

History

Civilizations

Undertakes research into the features of The Renaissance

History

American studies

Describes the first migration of Cro-Magnon people to the New World, and the land bridge that they followed

History

American studies

Researches to discover the culture and technology of: First Cro-Magnon ‘Americans’

History

American studies

Researches to discover the culture and technology of: Upper Old Stone Age

History

American studies

Researches to discover the culture and technology of: Middle Stone Age

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History

2nd 3rd

4th 5th 6th

y

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••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •••

ID #

118

119

120

121

122

123

124

125

126

127

128

129

130

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

American studies

Researches to discover the culture and technology of: New Stone Age

History

American studies

Researches to discover the culture and technology of: Copper And Bronze Age

History

American studies

Researches to discover the culture and technology of: Iron Age

History

American studies

Researches to discover the culture and technology of: Paleo-Indians

History

American studies

Researches to discover the culture and technology of: Mayas

History

American studies

Researches to discover the culture and technology of: Aztecs

History

American studies

Researches to discover the culture and technology of: Incas

History

American studies

Researches to discover the culture and technology of: Inuit Indians

History

American studies

Researches to discover the culture and technology of: Indigenous Peoples of the woodlands

History

American studies

Researches to discover the culture and technology of: Indigenous People of the plains

History

American studies

Researches to discover the culture and technology of: Indigenous Peoples of the Southwest

History

American studies

Understands and explains the motives that led the European discoverers to search for an ocean route to China and India

History

American studies

Understands and describes the cultural motivations that led the Vikings to venture westward out into the Atlantic, and attempt to establish permanent settlements before Columbus

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History

2nd 3rd

4th 5th 6th

y

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••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •••

ID #

131

132

133

134

135

136

137

138

139

140

141

142

143

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

ID #

144

American studies

Understands and describes the difficulties and dangers faced by sea captain/explorers in the years before accurate navigation charts were developed and local ports of safe harbor and supplies were established

•••

History

American studies

Understands and describes the nature of the sailing ships used by the early explorers, discussing their speed through the water, their working layout, and the living conditions aboard

History

American studies

Understands and describes the motives that led the early Spanish and Portuguese explorers to essentially ‘plunder’ the lands that they discovered, and to disrupt and finally destroy the sophisticated Indian civilizations that they encountered

••• •••

History

American studies

Understands and explains the motives that led various European nations to establish permanent colonies in North and South America

History

American studies

Researches and explains the story of: The Vikings

History

American studies

Researches and explains the story of: Columbus

History

American studies

Researches and explains the story of: Cortez, Pizzaro, and the Conquistadores

History

American studies

Researches and explains the story of: The major English explorers

History

American studies

Researches and explains the story of: The major French explorers - The Priests and Voyageurs

History

American studies

Understands and retells the story of the founding of the first settlement at Jamestown

History

American studies

Understands and retells the story of the Pilgrim’s and the founding of the Plymouth colony

History

American studies

Understands and describes the relationship between the early American colonists and the Indigenous Peoples

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History

y

op C

••• ••• ••• ••• ••• ••• ••• ••• •••

145

146

147

148

149

150

151

152

153

154

155

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

American studies

Identifies the original 13 American colonies

History

American studies

Researches and describes the life style, climate, housing, transportation, social structure, tools, and economies of the New England, Middle Atlantic, and Southern colonies

History

American studies

Researches and describes the institution of slavery as it was practiced in America

History

American studies

Researches and identifies the areas where most slaves were taken from and the process of the slave trade

History

American studies

Researches and describes the life of typical field hands, house slaves, craftsmen, and freemen in Colonial America

History

American studies

Researches and explains the economic and social rationales that were used to justify the institution of slavery

History

American studies

Researches and describes the role of women in early America

History

American studies

Researches and identifies the major cities of Colonial America

History

American studies

Researches and describes the major forces and events that led to the Declaration of Independence and Revolution

History

American studies

Identifies and briefly describes the roles of the following American patriots: George Washington, Thomas Jefferson, John Adams, Benjamin Franklin, Paul Revere, Tom Paine

History

American studies

Summarizes the importance of the ideas contained in the Declaration of Independence

History

American studies

Describes the process of the United State’s westward territorial expansion

History

American studies

Describes the motivations that led the settlers to move west, and the difficulties that they encountered

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History

2nd 3rd

4th 5th 6th

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ID #

156

157

158

159

160

161

162

163

164

165

166

167

168

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

American studies

Describes the relationship between the United States government, the pioneers, and the native American Indian tribes

History

American studies

Describes the development of American industry and the growth of the cities

History

American studies

Describes the factors that led to the Civil War: slavery, regional jealousies, economics, and perceived cultural differences

History

American studies

Describes in simple terms the major events of the Civil War, and identify the roles of Lee, Jefferson Davis, Lincoln, and Grant

History

American studies

Describes the major inventions and changes in life style that developed between 1860 and 1920

History

American studies

Describes the major issues and events of the first and second World Wars

History

American studies

Describes the major inventions and changes in life style that developed after 1920

History

American studies

Identifies the major European, African, & Asian sources of the American people

History

American studies

Identifies the most famous American inventors

History

American studies

Researches the history of Florida and describes the major events in its history

History

American studies

Names the Presidents of the United States and identifies and briefly describes the roles of different Presidents of the United States

History

American studies

Describes the relative roles of national, state, and local governments in our lives

History

American studies

Describes in simple terms the functions of the three branches of the federal government

History

American studies

Explains how the jury system functions

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History

2nd 3rd

4th 5th 6th

y

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••• ••• ••• ••• ••• ••• ••• ••• ••• •• •••• • • •

ID #

169

170

171

172

173

174

175

176

177

R 178

179

180

181

182

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

History

American studies

Explains the rights guaranteed to all Americans under the Constitution

History

Holidays

Participates in celebration and discussion of an International Children’s Day

History

Holidays

Participates in celebration and discussion of The International Day of Peace

History

Holidays

Participates in celebration and discussion of Earth Day

2nd 3rd

4th 5th 6th

183

184

185

186

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• • • • • ••••• • • • • ••••• • • • • •••••

ID #

y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 1 Cold - Freezing

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 2 The formation of a star

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 3 Solid-Liquid-Gas

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 4 Liquid - Viscous

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 5 Passing from Liquid to Gas

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 6 Passing from Gas to Liquid to Solid

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: particles that attract each other and particles that do not attract each other

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 8: Mixture

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 9 Chemical combination of gas

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 10 Crystallization

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 11 Chemical reaction

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 12 Precipitation

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 13 Properties of solid, liquid and gas

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 14 Elastic, plastic, rigid

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Cosmic Studies

2nd 3rd

y

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•• •• •• •• •• •• •• •• •• •• •• •• •• ••

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 15 Matter changes its state at different temperatures

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 16a Law of gravity

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 16b Density and the law of gravity

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 17 Rapidity of cooling depends on the mass of the bodies

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 18 Volcano

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 19 Matter expands when heated

Cosmic Studies

Laws of the Universe 1

Observes Laws of the Universe experiments and records observations: 20 Quick evaporation

Cosmic Studies

Laws of the Universe 1

Repeats experiments relating to the Laws of the Universe working alone or with another child.

Cosmic Studies

Story of the universe 1

Listens to the story "God with no hands" (or similar impressionistic cosmic story) to gain first impressions of deep time and the origin of all things, as well as interrelatedness of all; older children revisit this to reinspire own research

Cosmic Studies

Laws of the Universe 2

Displays an awareness that matter is comprised of molecules, that molecules are made up of atoms and that atoms of different elements combine to form compounds (Dance of Molecules)

Cosmic Studies

Laws of the Universe 2

Repeats chemical law experiments 9, 10 & 11 and applies additional knowledge of atoms, molecules etc

Cosmic Studies

Laws of the Universe 2

Repeats physical law experiments 2 - 7 and discusses these in context of additional knowledge of the formation of stars and phases of matter

Cosmic Studies

Laws of the Universe 2

Displays an awareness of the concept of space-time and recognizes the equation e = mc2.

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Cosmic Studies

2nd 3rd

ID #

15

16

17

18

19

20

21

22

R R R 23

••••• •• •• ••

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•• •• •• •• •• •• •• •• •••

4th 5th 6th

24

R R 25 R R 26 R R 27

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Story of the universe 2

Discusses the origin of the universe, displaying a beginning knowledge (Big Bang theory / Great Radiance/ Higgs event)

Cosmic Studies

Story of the universe 2

Participates in discussions and stories regarding the formation of stars

Cosmic Studies

Story of the universe 2

Cosmic Studies

Story of the universe 2

Explores the different types of stars, and how different elements are formed in different stars, uses the term "stellanuclearsynthesis" in context, displays an awareness that all the elements in the universe other than hydrogen and helium were created in dying stars - that we are very literally, made of stardust Participates in lessons, stories and discussion: Chart 1 The large flaming sun, the small earth

Cosmic Studies

Story of the universe 2

Participates in lesson, stories and discussion: Chart 2a The earth in the solar system

Cosmic Studies

Story of the universe 2

Explains that the Earth revolves around the sun, a concept initially developed from the traditional Montessori Birthday Ceremony

Cosmic Studies

Story of the universe 2

Explains that the eight planets revolve around the sun, a concept initially developed through the ‘Dance of the Solar System'

Cosmic Studies

Story of the universe 2

Explains that many of the planets have moons, which orbit their home planet while the planet itself revolves around the sun, a concept initially developed through the ‘Dance of the Cosmos’

Cosmic Studies

Story of the universe 2

Uses the concepts galaxy, nebula, star, asteroid, comet, planet, moon etc accurately; these concepts could be acquired through work with three part cards, books, internet sources, conversation etc.

Cosmic Studies

Story of the universe 2

Researches the formation of the solar system using various resources and communicates findings through chosen media

Cosmic Studies

Story of the universe 2

Researches the planets using various resources and communicates findings through chosen media

Cosmic Studies

Story of the universe 2

Displays a beginning knowledge of the concept of the "Goldilocks zone" regarding the position of the earth in the solar system

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Cosmic Studies

2nd 3rd

4th 5th 6th

• ••• • ••• • •••••

ID #

R R 28 R R 29

y

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•• •• •• •• •• ••• ••• ••• •••

30

31

32

33

34

35

R R R 36

R R R 37 R R R 38 R R R 39

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Story of the universe 2

Explores the relative sizes of different bodies in the universe and the distances between these bodies, expresses large numbers as exponents; calculates ratios (for e.g. if earth were the size of a pea, how far would it be to the sun)

Cosmic Studies

Story of the universe 2

Explores the relative sizes of different bodies in the universe and the distances between these bodies, expresses large numbers as exponents; calculates ratios - working from a mathematical perspective

Cosmic Studies

Story of the universe 2

Expresses the distance between stars and galaxies in light years, displaying an awareness of the concept of the speed of light

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion: Charts 3 - 5 The Cosmic Dance, Volcanoes, Volcanoes and the Sun, relating these charts with Experiment 19 (first level)

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion: Charts 3 - 5 The Cosmic Dance, Volcanoes, Volcanoes and the Sun, relating these charts with Experiment 5a and 5b (Second Level)(Warm air rises)

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion: Chart 6a The layers of the earth, relating the chart to Exp 16a and 16b (First Level) Gravity

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion: Chart 6a The layers of the earth, relating the chart to Second Level experiments 8a and 8b

Cosmic Studies

Dating of the Earth Displays a beginning knowledge of the formation of the atmosphere and hydrosphere which shows understanding of the interrelatedness of all things

Cosmic Studies

Structure of the earth

Represents knowledge and understanding of the structure of the earth through chosen media (diagrams, models, stories, own experiments) relating to the various layers and volcanoes

Cosmic Studies

Structure of the earth

Uses terminology relating to the layers of the earth; type of volcanoes and seismic events accurately

Cosmic Studies

Structure of the earth

Uses more advanced terminology (e.g. barysphere, lithosphere, hydrosphere, atmosphere) accurately

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion relating to Second Level experiments 9a and 9b (weight of bodies, gravity, specific weight)

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Cosmic Studies

2nd 3rd

•••

4th 5th 6th

R R R 40

•••

y

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• ••• •• •• •• ••• ••• •••

41

R R R 42 R R R 43

R R R 44

R R R 45 R R R 46 R R R 47 R R R 48

R R R 49

••• •••

ID #

50

R R R 51

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Structure of the earth

Participates in lessons, stories and discussion relating to Second Level experiments 10 Sedimentation

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion relating to Second Level experiments 11 - 13: Formation of Mountains; fractures in the earth's crust, stratification of rocks

Cosmic Studies

Structure of the earth

Explores and classifies rock specimens into three major categories: Igneous, Sedimentary and Metamorphic

Cosmic Studies

Structure of the earth

Identifies rock types found in own area

Cosmic Studies

Structure of the earth

Explores and communicates an understanding of the water cycle, weathering, erosion and deposition and the role they played, and continue to play, on the shaping of the surface of the Earth

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion relating to Chart 7 The sun and the earth; Second level experiment 14: Solar energy

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion relating to Chart 8 Fire and iced; Second Level experiment 15 Illumination of the Earth; and Chart 9 Perpendicular and Oblique rays of the sun

Cosmic Studies

Structure of the earth

Participates in lessons, stories and discussion about Continental drift

Cosmic Studies

Dating of the Earth Listens to stories about how we know the ages of the earth, rocks, moon etc.; participates meaningfully and recounts knowledge to others

Cosmic Studies

Dating of the Earth Displays an awareness of the Geologic Time Scale

Cosmic Studies

Dating of the Earth Works with Time Line of Earth History with first card sets

Cosmic Studies

Dating of the Earth Relates Time Line of Earth History to The Clock of Eras

Cosmic Studies

Dating of the Earth Places definition cards on The Clock of Eras

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Cosmic Studies

2nd 3rd

4th 5th 6th

••• ••• ••• ••• ••• ••• ••• ••• ••• ••• • ••••• • ••••• • •••••

ID #

R R R 52 R R R 53

R R R 54 R R R 55 R R R 56

R R R 57 R R R 58

R R R 59

y

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R R R 60 R R R 61

62

63

64

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Cosmic Studies

Dating of the Earth Works with The Time Line Of Earth History with advanced card sets of pictures and text

Cosmic Studies

Dating of the Earth Names the eras in earth's history and relates them to some notable events

Cosmic Studies

Dating of the Earth Relates knowledge of Continental Drift to the various stages and formation of continents over time - e.g. Pangaea, Gondwana etc.

Cosmic Studies

Cosmology

Cosmic Studies

Cosmology

Participates in discussions and stories regarding the history of discoveries concerning the solar system and beyond

Cosmic Studies

Cosmology

Keeps up to date with latest discoveries in cosmology

Cosmic Studies

The origins of life on Earth

Differentiates non-living objects from living organisms with reference to the fundamental characteristics of life

Cosmic Studies

The origins of life on Earth

Participates in lessons, stories and discussion regarding the origin of life on earth; older children can connect this to Carbon as the major building block of organic molecules; relates advent of life to elements created in stars, presence of water on earth and the concept of the "Goldilocks zone"

Cosmic Studies

The origins of life on Earth

Participates in lessons, stories and discussion regarding the reciprocal influences of the environment on emerging life forms and the effect those life forms had on the physical structure of the earth; begins to display an awareness of the cosmic plan

Cosmic Studies

The story of life on Explores collections of models of prehistoric life Earth forms, and real and replica fossils

Cosmic Studies

The story of life on Relates replica fossils to artists impressions (or Earth models) of the complete animal

Cosmic Studies

The story of life on Displays an understanding of the formation of fossils Earth

Participates in discussions and stories regarding the naming of the planets and other astronomical bodies

2nd 3rd

4th 5th 6th

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• ••••• ••••• •• ••••• ••••• •• ••••• •••••

ID #

65

66

R R R 67

68

69

R R R 70

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•••••

y

••• ••• •••

71

72

73

R

74

R

75

R

76

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

••• ••• ••••• ••••

The story of life on Displays an understanding of the formation of fossils Earth and how rock strata and various dating techniques help us to understand when various animals lived

Cosmic Studies

The story of life on Displays an understanding of how the boundaries Earth between the different eras, periods etc. indicate cataclysmic events in the earth's history/extinction events

Cosmic Studies

The story of life on Relates knowledge of classification of modern life Earth forms to corresponding pre-historic classifications

Cosmic Studies

The story of life on Discusses, identifies and researches modern life Earth forms which are very similar to pre-historic counterparts and explores how these relate using various resources including time-lines and cladograms: e.g. magnolia trees, cockroach, dragonfly and shark, ginkgo balboa, cycads

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place during the Hadean eon

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Archeaon eon; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Phanerozoic eon; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Paleozoic Era; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

Cosmic Studies

The story of the coming of life

Displays an awareness that the Phanerozoic eon is divided into Eras which are in turn divided into periods

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Cambrian period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• •••• • ••••

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Cosmic Studies

R

ID #

77

R R R 78

• •••• • ••••

79

80

R 81 R 82

R 83

y

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R 84

R 85 R 86

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

• •••• • ••••

ID #

The story of the coming of life

Displays an awareness of the significance of the Precambrian/Cambrian boundary

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Ordovician period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Silurian period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 89

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Devonian period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 90

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Carboniferous period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 91

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Permian period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 92

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Mesozoic Era; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 93

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Triassic period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 94

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Jurassic period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 95

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Cosmic Studies

R 87 R 88

y

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Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

ID #

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Cretaceous period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 96

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Cenozoic Era; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 97

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Tertiary period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 98

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Paleocene period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 99

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Paleocene epoch; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 100

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Eocene epoch; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 101

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Oligocene epoch; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 102

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Neogene Period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 103

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Miocene Epoch; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 104

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Cosmic Studies

y

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Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

ID #

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Pliocene Epoch; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 105

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Quaternary Period; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 106

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Pleistocene Epoch; how these conditions supported early life, and how that life, in turn contributed to changes in the environment

• ••••

R 107

Cosmic Studies

The story of the coming of life

Displays an awareness of the conditions that existed and the changes that took place on earth during the Holocene Epoch; how these conditions supported life, and how that life, in turn contributed to changes in the environment

• ••••

R 108

Cosmic Studies

The story of the coming of life

Displays an awareness of the current conditions and the changes that are taking place on earth during the "Ecozoic Era" how these conditions support life, and how that life, in turn contributes to changes in the environment

• ••••

R 109

Cosmic Studies

The story of the coming of life

Displays an awareness of the significance of the major extinction events

Cosmic Studies

The story of the coming of life

Displays a beginning knowledge of the influence of continental drift on the distribution of plants and animals, and on the migration of humans.

Cosmic Studies

The story of the coming of humans

Participates in lesson, stories and discussions about the which early humans adapted to the environment, and how they met their fundamental human needs (the hand chart)

Cosmic Studies

The story of the coming of humans

Displays an awareness of the features that distinguish human beings from other animals

Cosmic Studies

The story of the coming of humans

Identifies modern humans as the subspecies Homo sapiens sapiens, Genus Homo, Family Hominidae Order Primates

Cosmic Studies

The story of the coming of humans

Classifies modern humans in terms of the subspecies Homo sapiens sapiens, Species: Sapiens, Genus Homo, Family Hominidae Order Primates

• •••• •• •• ••• ••• •••

w ie

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Cosmic Studies

R 110

y

op C

111

112

R R R 113 R R R 114 R R R 115

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The story of the coming of humans

Locates modern humans on a cladogram

Cosmic Studies

The story of the coming of humans

Names some of the fossil relatives of modern humans

Cosmic Studies

The story of the coming of humans

Displays an awareness of the development of modern humans from early primate ancestors, using the vocabulary hominid and homonin correctly

Cosmic Studies

The story of the coming of humans

Researches and prepares a compare/contrast document about characteristics of modern and prehistoric mammals

Cosmic Studies

The story of the coming of humans

Researches and prepares a compare/contrast document about characteristics of what scientists believe to be early humans and how they differ from modern-day humans

Cosmic Studies

The story of the coming of humans

Researches and prepares a document in any medium about Australopithecus afarensis and has an understanding that 'Lucy' is the benchmark against which all other human evolutionary studies are based

Cosmic Studies

The story of the coming of humans

Researches and prepares a document in any medium about Homo Habilis and is able to discuss differences between this hominid and 'Lucy'

Cosmic Studies

The story of the coming of humans

Researches and prepares a document in any medium about Homo Erectus and is able to discuss differences and similarities between this hominid and 'Lucy' and Homo Habilis

Cosmic Studies

The story of the coming of humans

Researches and prepares a document in any medium about Homo Neaderthalensis and is able to discuss differences and similarities between this hominid and previously researched hominids

Cosmic Studies

The story of the coming of humans

Researches and prepares a document in any medium about Cro-Magnon Man and is able to discuss differences and similarities between this hominid and previously researched hominids

Cosmic Studies

The story of the coming of humans

Researches and discusses the similarities and differences between primates and humans; can discuss the following: how they work as a group, where they live; how they communicate; how they care for their young; age of adulthood; childbearing age; care of their young

••• ••• •••

w ie

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Cosmic Studies

2nd 3rd

4th 5th 6th

ID #

R R R 116 R R R 117 R R R 118

y

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••• ••• ••• ••• ••• ••• ••• •••

119

120

121

122

123

124

125

126

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The story of the coming of humans

Participates in lesson, stories and discussions about the coming of humans, relating the changes that took place from the common ancestor after divergence from the great apes: Timeline of Humans

Cosmic Studies

The story of the coming of humans

Displays an awareness in the major events in human development and the impact of these - e.g. development of spoken language, discovery and control of fire, use of clothing and cultural adornment, burial of dead etc.

Cosmic Studies

The story of the coming of humans

Researches and discuss various aspects in the major events of human development and technology that may include shelter and housing, use of fire, clothing, transportation, defense, food, family and social lives, forms of art, etc (all aspects of culture) for early humans

Cosmic Studies

The story of the coming of humans

Displays an awareness that early humans are not all direct ancestors of modern humans, but that there are significant gaps in the fossil record; shows an interest in following discoveries that add to our understanding of the human past

Cosmic Studies

Timelines

Explores different ways of recording the dates on which event occurred (for example two years before I was born etc.)

Cosmic Studies

Timelines

Understands and explains why we record dates as being either BCE or CE (using golden bead chains)

Cosmic Studies

Timelines

Is able to identify given centuries along the Time Line of History

Cosmic Studies

Timelines

Places the historical picture and text cards along the Time Line of History on the centuries indicated as the periods from which they are taken

Cosmic Studies

Interdependence

Participates meaningfully in discussions of the interdependence of all cosmic agents (possibly using Chart of Order and Love, Tin Can Game or other similar materials)

Cosmic Studies

Fundamental Needs of People

Expresses own needs

Cosmic Studies

Fundamental Needs of People

Displays an awareness of needs of others

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Cosmic Studies

2nd 3rd

••• •••

4th 5th 6th

R R R 127

R R R 128

••• •••

ID #

129

R R R 130

131

R 132 R 133 R 134

135

y

op C

•• • •••• • • •••• ••• ••• ••• •••

136

137

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fundamental Needs of People

Uses vocabulary of needs confidently and appropriately

Cosmic Studies

Fundamental Needs of People

Participates meaningfully in discussions relating to needs (both in class context and in relation to events outside of class)

Cosmic Studies

Fundamental Needs of People

Categorizes common needs of humans using appropriate materials

Cosmic Studies

Fundamental Needs of People

Compiles branching diagram of needs of people classified by spiritual and material needs

Cosmic Studies

Fundamental Needs of People

Displays an awareness and works with the Fundamental Needs chart to explore the material needs of people in different cultures

Cosmic Studies

Fundamental Needs of People

Displays an awareness of the changes over time in the way people meet their needs, as regards, clothing, nutrition, culture, defense etc.

Cosmic Studies

Fundamental Needs of People

Researches and discusses the changes over time in the way people meet their needs, as regards, clothing, nutrition, culture, defense etc.

Cosmic Studies

Fundamental Needs of People

Researches and discusses the differences in life-styles between hunter-gather societies, nomadic herder and agrarian societies

Cosmic Studies

Fundamental Needs of People

Cosmic Studies

Fundamental Needs of People

Researches and discusses the development of agriculture and the formation of permanent settlements and towns affected patterns of human culture, a few examples being: the development of specialized skills and roles, more time within the community able to be devoted to tasks other than day-to-day survival, evolution of higher technology Researches and discusses the factors influencing the location of settlements (such as on the banks of lakes and streams, or in strategically defensible locations)

Cosmic Studies

Fundamental Needs of People

Uses The Time Line Of History with card sets with pictures and simple text for the various Needs of People areas of study

Cosmic Studies

Fundamental Needs of People

Researches and discusses how people in different cultures meet the fundamental human needs

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need for food around the world under different environmental conditions.

4th 5th 6th

•• ••• ••• ••• ••• •••

ID #

138

139

140

141

142

143

••• ••• •••

w ie

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Cosmic Studies

2nd 3rd

y

op C

••• ••• ••• ••••

144

145

146

147

148

149

150

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fundamental Needs of People

Describes how people satisfy their need for shelter and housing around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need for clothing around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need for transportation around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need for selfdefense around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes the lives of typical children around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need to create art around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need to create music around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes show people satisfy their need to create jewelry and self-adornment around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need for some sort of orderly government around the world under different environmental conditions.

Cosmic Studies

Fundamental Needs of People

Describes how people satisfy their need to for religion and religious expression around the world under different environmental conditions.

w ie

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Cosmic Studies

2nd 3rd

4th 5th 6th

151

152

153

154

155

156

157

158

159

160

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• •••• ••••

ID #

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Physical properties of substances 1

Sorts objects according to self-chosen criteria

Science

Physical properties of substances 1

Sorts objects according to the materials from which they are made (e.g. wood, metal and plastic)

Science

Physical properties of substances 1

Sorts objects according to whether they are natural or manufactured

Science

Physical properties of substances 1

Sorts objects according to whether they are hard or soft

Science

Physical properties of substances 1

Talks with adult or other children about sorting activities and practices appropriate vocabulary

Science

Physical properties of substances 2

Explores properties of matter through working with and classifying materials according to solid/liquid/gas

Science

Physical properties of substances 2

Explores one of the properties of air by immersing an apparently empty pitcher upside down into a tank of water and then gently tilting to release the air.

Science

Physical properties of substances 2

Explores the effects of magnetism on various materials through working with the magnets activity

Science

Physical properties of substances 2

Explores how something can be changed through adding something else: After observing and discussing the experiment the child is able to either replicate the process alone or present to another child [Mixing ingredients (e.g. water and corn starch) that results in notable change of state]

Science

Physical properties of substances 2

Explores how something can be changed through changing the temperature: After observing and discussing the experiment the child is able to either replicate the process alone or present to another child [Freezing water, watching ice melt etc]

Science

Physical properties of substances 2

Explores viscosity through dropping a marble into jars containing syrup, vegetable oil and water: After observing and discussing the experiment the child is able to either replicate the process alone or present to another child

Science

Physical properties of substances 2

Explores conservation of volume through pouring a constant volume of water into different shaped containers

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Science

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•••• •••• ••• ••• ••• ••• ••• ••• •• ••

2nd 3rd

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

R

9

R

10

y ••

R

11

••

R

12

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Physical properties of substances 2

Explores properties of rigidity and elasticity through working with and classifying according to rigidity and elasticity: After observing and discussing the experiment the child is able to either replicate the process alone or present to another child

Science

Physical properties of substances 2

Reads cards relating to the various properties explored and places cards next to objects, images or materials which represent the property

Science

Physical properties of substances 2

Reads definitions of various properties of substances and pairs with corresponding vocabulary labels

Science

Physical properties of substances 2

Reads simple "command cards" relating to various properties of substances, carries out the experiments and places the adjective cards to correspond with the substance/material that corresponds to the word

Science

Physical properties of substances 2

Notices and comments on the physical properties of substances in various contexts

Science

Physical principles 1

Creates heat by means of friction rubbing hands together and practices using the appropriate vocabulary

Science

Physical principles 1

Uses a safety thermometer to measure the temperature of hands before and after rubbing together

Science

Physical principles 1

Explores static electricity through rubbing an inflated balloon against own hair; creating static electricity by rubbing a balloon on a wooly jumper; noticing and commenting on static electricity sparks which occur naturally in cold, dry weather

Science

Physical principles 1

Explores electrical current through work with a simple circuit, either closing the circuit using a switch or by closing the circuit using various conductive and non-conductive materials

Science

Physical principles 1

Explores types of forces through building "bridges" with straight, arched and corrugated card and testing the load-bearing capacities of each; forms and communicates hypotheses

Science

Physical principles 1

Explores structural integrity of structures built with triangular or rectangular shapes

Science

Physical principles 1

Explores magnetic polarity working with two bar magnets with N and S clearly marked

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Science

••

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•• •• •• •• •••• ••• ••

4th 5th 6th

ID #

R

13

R

14

R

15

R

16

R

17

R

18

R

19

R

20

R

21

R

22

R

23

R

24

y

•• ••• ••• •••

2nd 3rd

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Physical principles 1

Explores magnetic force working with ring magnets on a dowel

Science

Physical principles 2

Explores effects of density on buoyancy through working with the sink and float activity

Science

Physical principles 2

Explores effects of density on buoyancy through working with the sink and float activity: Sink the boat

Science

Physical principles 2

Explores how oil and water will not mix by making a simple "lava lamp" with colored water and cooking oil

Science

Physical principles 2

Explores how different liquids do not mix but form distinct layers through placing syrup, oil and water in a jar and observing how they always settle into different layers; extending experiment by dropping different objects (berries, pasta, small stones) into land observing where they settle; forms hypotheses regarding density based on observations

Science

Physical principles 2

Notices and comments on the effects of density and buoyancy in different contexts and asks relevant questions (e.g. Why does ice float?)

Science

Physical principles 3

Uses color paddles held up to a light source to explore color mixing

Science

Physical principles 3

Uses a glass prism to split a beam of white light

Science

Physical principles 3

Explores concept of refraction through placing a stick in a bowl of water and observing from different angles to notice that the stick appears broken and/or placing an object in a bowl that is first empty and then filled with water to observe refraction

Science

Physical principles 3

Uses a safety mirror to explore reflection and the related concepts of symmetry

Science

Physical principles 3

Notices and comments on the effects of light and shadow in different contexts and asks relevant questions (e.g. such as the effects of looking through a goldfish bowl, why magnifying glasses make things appear larger etc.)

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Science

••• ••• ••• ••• •••

op C

•• •••• •••• •••

4th 5th 6th

ID #

R

25

R

26

R

27

R

28

R

29

R

30

R

31

R

32

R

33

y

••• •••

2nd 3rd

R

34

R

35

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Physical principles 4

Uses a "singing bowl" or bell to explore the idea that sound is a wave and relates to the movement of air (child rings bell or sets up vibration in the bowl and feels the vibration with fingers), continues exploration through experiments

Science

Physical principles 4

Explores types of waves using a rope (longitudinal wave) and a slinky (transverse wave)

Science

Physical principles 4

Notices and comments on different types of waves and begins to ask which kind of wave it is (e.g. child may notice ripples in a pond, or the sound of thunder being heard after a lightening bolt is seen)

Science

Measuring: Physical Uses a dropper or pipette to transfer liquid one drop Science at a time

Science

Measuring: Physical Uses a magnifying glass carefully and appropriately to Science make observations in relation to physical sciences explorations

Science

Measuring: Physical Uses a microscope carefully and appropriately to Science make observations in relation to physical sciences explorations

Science

Measuring: Physical Uses binoculars carefully and appropriately to make Science observations in relation to physical sciences explorations

Science

Measuring: Physical Uses a thermometer carefully and appropriately in Science classroom experiments

Science

Measuring: Physical Uses scientific scales (and other instruments for Science measuring mass) carefully and appropriately

Science

Measuring: Physical Uses various simple rulers and measuring tapes Science carefully and appropriately to make observations in relation to physical sciences explorations

Science

Observing and recording: Physical Science 1

Verbally communicates observations using common vocabulary

Science

Observing and recording: Physical Science 1

Verbally communicates observations using increasingly accurate scientific vocabulary

Science

Observing and recording: Physical Science 2

Records observations using drawings

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Science

•••

4th 5th 6th

ID #

R

36

R

37

R

38

R

39

R

40

R

41

R

42

R

43

R

44

R

45

y

op C

••• •• •••• •••• ••• ••• ••• ••• ••• ••• ••• •••

2nd 3rd

R

46

R

47

R

48

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Observing and recording: Physical Science 2

Records observations from light & color experiments using various art media

Science

Observing and recording: Physical Science 2

Records observations in writing

Science

Observing and recording: Physical Science 2

Records observations using digital media (text or image)

Science

Observing and recording: Physical Science 2

Records observations using various graphing techniques

Science

Observing and recording: Physical Science 2

Reads cards relating to the various instruments used and places labels next to the corresponding instrument

Science

Observing and recording: Physical Science 2

Reads definitions of various instruments used and pairs with corresponding vocabulary labels

Science

Being a scientist 1

Collaborates in finding and setting up temporary classroom activities and experiments

Science

Being a scientist 1

Uses various media and resources to learn more about aspects explored through structured activities

Science

Being a scientist 2

Sets up experiments and tests hypotheses using a variety of materials and in different scenarios

Science

Being a scientist 2

Communicates reasons for hypotheses and displays an interest in exploring why hypotheses were supported or disproved by experiments

Science

Being a scientist 2

Displays an interest in recording findings in various ways (see recording for more details)

Science

Being a scientist 2

Applies principles to practical situations for e.g. sorts iron filings from another material (for e.g. sand or rice) using a magnet

Science

Being a scientist 2

Works on projects which apply principles, for e.g. builds a simple circuit (makes a flashlight or model lighthouse) using an AA cell, a flashlight bulb and a switch

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Science

4th 5th 6th

ID #

R

49

R

50

R

51

R

52

R

53

R

54

R

55

R

56

R

57

R

58

R

59

y

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2nd 3rd

R

60

R

61

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exploring nature

Observes and discusses changes in school garden over the seasons

Science

Exploring nature

Observes and discusses life-cycles of plants and animals in school garden, noticing how living things grow, reproduce, die and decay in a continues cycle of life

Science

Exploring nature

Collects various natural items which are added to classroom collections, discusses and explores, either alone or in a small group; scientific instruments such as magnifiers, microscopes etc. can be used, as well as various measuring tools; live animals are observed and then released back into the place where they were found

Science

Exploring nature

Uses a variety of classroom resources to research specimens that are brought into the classroom

Science

Classifying: First classifications

Explores natural objects in discovery basket or on nature table, describes their characteristics and communicates findings with others

Science

Classifying: First classifications

Sorts objects in discovery basket according to various observed characteristics and communicate the criteria for grouping

Science

Classifying: First classifications

Sorts images into sets of living and non-living

Science

Classifying: First classifications

Sorts images into sets of plant, fungus and animal

Science

Classifying: First classifications

Sorts images of animals into sets of vertebrates and non-vertebrates

Science

Classifying: First classifications

Sorts images of vertebrates into five major groups: ray-finned fish, amphibians, mammals, squamates and birds

Science

Classifying: First classifications

Relates vertebrate groups to a simple branching diagram showing lineage

Science

Classifying: First classifications

Relates vertebrate groups to a simple nesting diagram showing derived characteristics

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Science

•••• •••• ••••

4th 5th 6th

ID #

R

62

R

63

R

64

R

65

R

66

R

67

R

68

R

69

R

70

R

71

R

72

R

73

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2nd 3rd

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Classifying: First classifications

Sorts images according to major lineages of the plant kingdom

Science

Classifying: First classifications

Sorts images of plants according to branching diagram showing lineage

Science

Classifying: First classifications

Sorts images of plants according to nesting diagram of five important characteristics (live on land, vascular tissues, true leaves, seeds, flowers & fruit)

Science

Classifying: Knowledge of animals

Works with classified card materials to discover and learn the names of kinds of animals within each of the five major groups of vertebrates (e.g. types of fish; types of reptiles etc.)

Science

Classifying: Knowledge of animals

Works with classified card materials to discover and learn the names of species or breeds within the larger classifications (e.g. types of ungulates, or breeds of dog)

Science

Classifying: Knowledge of animals

Works with classified card materials to read the names of kinds of animals within each of the five major groups (e.g. types of fish; types of reptiles etc.)

Science

Classifying: Knowledge of animals

Works with classified card materials to read the names of species or breeds within the larger classifications (e.g. types of ungulates, or breeds of dog)

Science

Classifying: Knowledge of animals

Works with classified card sets, matching labels to corresponding descriptions

Science

Classifying: Knowledge of plants

Works with classified card materials to discover and learn the names of kinds of plants within each of the major lineages (e.g. kinds of flowering plants)

Science

Classifying: Knowledge of plants

Works with classified card materials to discover and learn the names of kinds of plants grouped by important characteristics (e.g. kinds of trees, kinds of herbs; etc.)

Science

Classifying: Knowledge of plants

Works with classified card materials to read the names of kinds of plants within each of the major lineages (e.g. flowering plants) kinds of flowering plants

Science

Classifying: Knowledge of plants

Works with classified card materials to read the names of kinds of plants grouped by important characteristics (e.g. kinds of trees, kinds of herbs; etc.)

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Science

4th 5th 6th

ID #

R

74

R

75

R

76

R

77

R

78

R

79

R

80

R

81

R

82

R

83

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2nd 3rd

R

84

R

85

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Classifying: Knowledge of plants

Works with classified card sets, matching labels to corresponding descriptions

Science

Observing and recording: Life Science 1

Verbally communicates observations using common vocabulary

Science

Observing and recording: Life Science 1

Verbally communicates observations using increasingly accurate scientific vocabulary

Science

Observing and recording: Life Science 2

Records observations using drawings

Science

Observing and recording: Life Science

Records observations from light & color experiments using various art media

Science

Observing and recording: Life Science 2

Records observations in writing

Science

Observing and recording: Life Science 2

Records observations using digital media (text or image)

Science

Observing and recording: Life Science 2

Records observations using various graphing techniques

Science

Measuring: Life Science

Uses a magnifying glass carefully and appropriately to make observations in relation to life sciences explorations (e.g. insects, seeds etc)

Science

Measuring: Life Science

Uses a microscope carefully and appropriately to make observations in relation to life sciences explorations (e.g. life in pond water)

Science

Measuring: Life Science

Uses binoculars carefully and appropriately to make observations in relation to life sciences explorations (e.g. watches birds in school garden)

Science

Measuring: Life Science

Uses a thermometer carefully and appropriately in classroom experiments

Science

Measuring: Life Science

Uses scientific scales (and other instruments for measuring mass) carefully and appropriately

Science

Measuring: Life Science

Uses various simple rulers and measuring tapes carefully and appropriately to make observations in relation to physical sciences explorations

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Science

4th 5th 6th

ID #

R

86

R

87

R

88

R

89

R

90

R

91

R

92

R

93

R

94

R

95

R

96

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2nd 3rd

R

97

R

98

R

99

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Parts of plants 1

Examines the parts of a real plant

Science

Parts of plants 1

Identifies and names the parts of a plant

Science

Parts of plants 1

Explores the parts of a plant by working with the Botany Puzzles

Science

Parts of plants 1

Explores the parts of a plant by working with the Botany Puzzles

Science

Parts of plants 1

Explores the parts of a plant by working with the Botany Puzzles

Science

Parts of plants 1

Explores the parts of a plant by working with the Botany Puzzles

Science

Parts of plants 2

Traces the borders of the leaf shapes in the Botany Cabinet and replaces them in the corresponding frames to learn the various leaf shapes

Science

Parts of plants 2

Matches the insets from the Botany Cabinet to the three series of cards which correspond to the leaf shapes.

Science

Parts of plants 2

Finds leaves in school garden that correspond to shapes in Botany Cabinet

Science

Parts of plants 2

Identifies and names leaf shapes

Science

Parts of plants 2

Reads labels relating to leaf shapes, and matches the labels to the corresponding images

Science

Parts of plants 3

Identifies parts of a plant by means of first series of Botany Cards (tree, leaf, flower, root)

Science

Parts of plants 3

Names the parts of a plant by means of first series of Botany Cards (tree, leaf, flower, root)

Science

Parts of plants 3

Reads labels relating to parts of a plant, and matches the labels to the corresponding images

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Science

4th 5th 6th

ID #

R

100

R

101

R

102

R

103

R

104

R

105

R

106

R

107

R

108

R

109

R

110

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2nd 3rd

R

111

R

112

R

113

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Parts of animals 1

Examines the parts of a real animal

Science

Parts of animals 1

Identifies and names the parts of an animal

Science

Parts of animals 1

Explores the parts of vertebrates by working with the Animal Puzzles

Science

Parts of animals 1

Explores the parts of vertebrates by working with the Animal Puzzles

Science

Parts of animals 1

Explores the parts of vertebrates by working with the Animal Puzzles

Science

Parts of animals 1

Explores the parts of vertebrates by working with the Animal Puzzles

Science

Parts of animals 1

Explores the parts of vertebrates by working with the Animal Puzzles

Science

Parts of animals 2

Identifies parts of various animals by means of separate sets of Nomenclature cards

Science

Parts of animals 2

Names the parts of various animals by means of separate sets of Nomenclature cards

Science

Parts of animals 2

Reads labels relating to various animals, and matches the labels to the corresponding images

Science

Physical Properties Explains and works with the Bohr Model developing of Substances 3 a knowledge of the basic structure of atoms

Science

Physical Properties Differentiates between the nature of protons, of Substances 3 electrons, and neutrons in atomic structure

Science

Physical Properties Demonstrates that in physical change, matter changes of Substances 3 in form but not in substance

Science

Physical Properties Demonstrates that in chemical change, matter of Substances 3 changes in substance as well as form

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Science

4th 5th 6th

ID #

R

114

R

115

R

116

R

117

R

118

R

119

R

120

R

121

R

122

R

123

••••• ••••• ••••• •••••

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2nd 3rd

124

125

126

127

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Physical Properties Demonstrates that different temperatures cause of Substances 3 materials to expand or contract

Science

Physical Properties Demonstrates that a mixture is composed of of Substances 3 individual substances that retain their identity when mixed and can be recovered in their original form by ordinary means

Science

Physical Properties Demonstrates that elements can be combined to of Substances 3 form compounds with properties different from those of the combining element

Science

Physical Properties Differentiates between chemical elements and of Substances 3 compounds

Science

Physical Properties Explains that molecules are the smallest particles of a of Substances 3 compound that still have all its properties

Science

Physical Properties Describes matter as being composed of molecules of Substances 3 which are in constant motion and has an excellent working knowledge of the different states of matter

Science

Physical Properties Investigates and gathers information about common of Substances 3 elements from the encyclopedia, classroom materials and other resources

Science

Physical Properties Gives the chemical symbol & atomic structure of of Substances 3 specified elements and is able to build these on the Bohr Model

Science

Physical Properties Identifies the chemical formulas for specified familiar of Substances 3 compounds

Science

Physical Properties Prepares research reports on the nature and our use of Substances 3 of elements and compounds

Science

Physical Properties Distinguishes between a physical and a chemical of Substances 3 changes and is able to demonstrate this through experimentation

Science

Physical Properties Explains that the total amount of matter is not of Substances 3 changed during a chemical or physical change and is able to demonstrate this through experimentation

Science

Physical Properties Demonstrates that density determines whether an of Substances 3 object sinks or floats

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Science

2nd 3rd

4th 5th 6th

128

129

130

131

132

133

134

135

136

137

138

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ID #

139

140

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Physical Properties Explains the basic principles of fire and combustion of Substances 3 and has participated in demonstrations that relate to this concept

Science

Physical Properties Differentiates between acids and bases: performs of Substances 3 experiments that relate to this concept

Science

Physical Properties Prepares solutions and mixtures of Substances 3

Science

Physical Properties Explains the basic physical properties of liquids: of Substances 3 knowledge of which is derived from participating in demonstrations

Science

Physical Properties Explains the basic physical properties of gases: of Substances 3 knowledge of which is derived from participating in demonstrations

Science

Physical Properties Explains the basic physical properties of solids: of Substances 3 knowledge of which is derived from participating in demonstrations

Science

Physical Properties Explains the basic principles of water pressure: of Substances 3 knowledge of which is derived from participating in demonstrations

Science

Physical Properties Explains the basic principles of air pressure: of Substances 3 knowledge of which is derived from participating in demonstrations

Science

Physical Properties Uses an overflow basin to measure the volume of of Substances 3 irregular solids with understanding water displacement theory

Science

Energy

Recognizes and identifies common energy transformations: knowledge of which is derived from participation in demonstrations

Science

Energy

Describes the relative motion of an object with respect to the position or motion of another object: knowledge of which is derived from participation in demonstrations (d=vt)

Science

Energy

Sets up a closed electrical circuit

Science

Energy

Distinguishes among materials that block the passage of light completely, allow some light to pass through, and pass light completely, identifying them as opaque, semi-opaque, and transparent

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Science

2nd 3rd

4th 5th 6th

141

142

143

144

145

146

147

148

149

150

151

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ID #

152

153

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Energy

Demonstrates that changing an object’s position in relationship to a light source changes the appearance of its shadow

Science

Energy

Distinguishes between conductors and nonconductors: knowledge of which comes from participation in demonstrations

Science

Energy

Demonstrates that energy in the form of electromagnetism can create motion

Science

Energy

Identifies types of fossil fuels, how they were formed, and how they are used

Science

Energy

Identifies the sun as a type of fuel, how it’s captured and how it’s used: knowledge of which comes from participation in demonstrations

Science

Energy

Describes ways to conserve natural resources: knowledge of which comes from research and demonstrations

Science

Energy

Demonstrates that water pressure can cause objects to move

Science

Energy

Demonstrates that air pressure can cause objects to move

Science

Energy

Identifies sound waves as a form of energy: knowledge of which comes from demonstrations

Science

Energy

Demonstrates that sound waves travel through solids, liquids, and gases

Science

Energy

Demonstrates that light travels only in straight lines

Science

Energy

Demonstrates that objects become visible only when light is reflected from them

Science

Energy

Demonstrates that light bends when it passes from one medium to another

Science

Energy

Identifies light as a form of energy: knowledge of which comes from participation in demonstrations

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Science

2nd 3rd

4th 5th 6th

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ID #

154

155

156

157

158

159

160

161

162

163

164

165

166

167

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Energy

Demonstrates that darker colors absorb more light energy than light colors

Science

Energy

Demonstrates that mirrors and other highly reflective materials absorb almost no light energy

Science

Energy

Explains why objects reflected in a mirror appear to be reversed: knowledge of which comes from participation in demonstrations

Science

Energy

Explains why the sun or the moon appears to be so much larger or orange colored when they are very low on the horizon

Science

Energy

Describes the forms of radiation on the electromagnetic spectrum

Science

Energy

Describes the characteristics of the physical states of matter: plasma, gas, liquid, solid, Bose Einstein Condensate

Science

Energy

Explains the link between temperature and molecular movement: knowledge of which comes from participation in demonstrations

Science

Energy

Demonstrate that any change in motion is caused by unbalanced forces

Science

Energy

Infers that gravitational pull gives an object its weight: inferences come from participation in demonstrations

Science

Energy

Explains and demonstrates the force of friction

Science

Energy

Explains and demonstrates that gravity and friction will eventually cause an object in motion to stop

Science

Energy

Explains and demonstrates that the property of inertia makes objects remain at rest or continue in motion

Science

Energy

Demonstrates and offers a simple explanation of the flow of an electrical current through a conducting material

Science

Energy

Constructs a simple electromagnet, and demonstrate that the number of coils of wire determines its magnetic attraction

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Science

2nd 3rd

4th 5th 6th

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ID #

168

169

170

171

172

173

174

175

176

177

178

179

180

181

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Energy

Demonstrates the transformation of energy from one form to another

Science

Energy

Demonstrates that every motion creates a force equal and opposite to it (Newton's 3rd Law)

Science

Technology

Demonstrates through experimentation and hands on experiences the principles of levers

Science

Technology

Demonstrates through experimentation and hands on experiences the principles of inclined planes

Science

Technology

Demonstrates through experimentation and hands on experiences the principles of a wheel and axle

Science

Technology

Demonstrates through experimentation and hands on experiences the principles of pulleys

Science

Technology

Demonstrates through experimentation and hands on experiences the principles of wedges

Science

Technology

Demonstrates through experimentation and hands on experiences the principles of screws

Science

Technology

Experiences through demonstrations, hands on activities and research various simple technologies used in constructing: Chinese balance; model water wheel; model wind mill; igloo; grass hut; log home; stone hut; simple wood frame home

Science

Technology

Experiences through demonstrations, hands on activities and research various simple technologies used to: build a brick mold to make bricks; make primitive cutting implements; make a pit kiln for firing pots and vessels from clay

Science

Technology

Constructs a Roman Arch accurately

Science

Technology

Explains the workings of a steam engine and its uses

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Science

2nd 3rd

4th 5th 6th

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ID #

182

183

184

185

186

187

188

189

190

191

192

193

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Technology

Explains, through demonstrations and experimentation, how different types of engines operate

Science

Technology

Explain, through demonstrations and experimentation, the different sources of power and how they generate power for human consumption

Science

Technology

Through demonstration and experimentation explains how a battery stores power

Science

Technology

Constructs a simple, working electric motor and understands its different uses

Science

Technology

Through demonstration and experimentation explains and understands how an electric light bulb operates

Science

Technology

Through demonstration and experimentation explains and understands the principles involved in radio and television

Science

Technology

Through demonstration and experimentation explains and understands the principles involved in microchips and computers

Science

Technology

Through demonstration and experimentation explains and understands the principles of flight

Science

Technology

Through demonstration and experimentation explains and understands the principles of lasers and their various uses

Science

Technology

Through demonstration and experimentation explains and understands the principles of microwaves and their uses

Science

Astronomy

Through demonstration and experimentation explains gravity's role in the formation of protogalactic nebula and the formation of the first stars

Science

Astronomy

Through demonstration and experimentation explains the current understanding of how stars are formed

Science

Astronomy

Through demonstration and experimentation explains the fundamentals of stellar nucleosynthesis

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Science

2nd 3rd

4th 5th 6th

194

195

196

197

198

199

200

201

202

203

204

y

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ID #

205

206

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Astronomy

Through demonstration and experimentation explains the current understanding of the life cycle of stars

Science

Astronomy

Through demonstration and experimentation explains the apparent brightness of stars being related to size, distance from Earth and temperature

Science

Astronomy

Through demonstration and experimentation explains the apparent movement of stars is related to the rotation of Earth on its axis

Science

Astronomy

Through demonstration and experimentation understands and explains the concept of a light year

Science

Astronomy

Calculates the distance from Earth of a cosmic object located X-light years away

Science

Astronomy

Through demonstration and experimentation explains the currently held scientific theory about black holes

Science

Astronomy

Through demonstration, experimentation and research demonstrates an understanding about: optical telescopes, radio telescopes and spectrographs

Science

Astronomy

Through demonstration, experimentation and research explains how a star's spectrum is used to determine its chemical composition

Science

Astronomy

Through demonstration, experimentation and research explains galaxies

Science

Astronomy

Through demonstration, experimentation and research demonstrates in-depth understanding about the various planets and satellites in our solar system

Science

Astronomy

Through demonstration, experimentation and research demonstrates an understanding about day and night, the seasons, and length of days

Science

Astronomy

Through demonstration, experimentation and research demonstrates an understanding about solstices and equinoxes

Science

Astronomy

Through demonstration, experimentation and research demonstrates an understanding about perihelions and aphelions

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Science

2nd 3rd

4th 5th 6th

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ID #

207

208

209

210

211

212

213

214

215

216

R 217 R 218 R 219

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Astronomy

Through demonstration, experimentation and research demonstrates an understanding of Earth/Moon relationships and the resulting tides on Earth

Science

Astronomy

Through demonstration, experimentation and research demonstrates an understanding of solar and lunar eclipses

Science

Astronomy

Through demonstration, experimentation and research demonstrates an understanding of meteorites and comets

Science

Earth Science: Geology Preparation

Through demonstration, experimentation and research demonstrates an understanding of the layers of the Earth

Science

Earth Science: Geology Preparation

Through demonstration, experimentation and research demonstrates an understanding of the 8 basic elements of the Earth

Science

Earth Science: Geology Preparation

Through demonstration, experimentation and research demonstrates an understanding of the forces of weather on Earth

Science

Earth Science: Geology Preparation

Through demonstration, experimentation and research demonstrates an understanding of grains of sand in relation to weathering on Earth

Science

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding that the Earth's crust is made of Plates

Science

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding about what happens at the edges of Earth's Plates

Science

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding of convergent and divergent movement in Earth's Plates

Science

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding regarding convergent Plates and Subduction and Mountain Building

Science

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding that when Tectonic Plates move apart (Divergent Boundaries) molten material moves to the surface and new land is formed

Science

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding that Earth's Tectonic Plates also move parallel to each other

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Science

2nd 3rd

4th 5th 6th

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ID #

220

221

222

223

224

225

226

227

228

229

230

231

232

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding about The Ring of Fire

Science

Earth Science: Geology - Plate Tectonics

Through demonstration, experimentation and research demonstrates an understanding about types of volcanoes

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding about Minerals classifying rocks by different techniques: grading, color, types of rocks

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding about the Minerals different types of rocks: Igneous - including Extrusive and Intrusive Igneous rocks; Sedimentary and Metamorphic

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of the Rock Minerals Cycle

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how Minerals Clastic Sedimentary rocks are formed

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how Minerals chemical processes form solids and at times these are Sedimentary rocks

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how at Minerals times living organisms can create Sedimentary rocks called Boigenetic Sedimentary rocks

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how Minerals Igneous rock is formed and the different characteristics of both Extrusive and Intrusive Igneous rocks

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how heat Minerals and pressure within the earth create Metamorphic rocks and the difference between Foliated and Nonfoliated Metamorphic rocks

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how the Minerals differences between rocks and minerals

4th 5th 6th

••• ••• ••• •••

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Science

2nd 3rd

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••• ••• ••• ••• •••

ID #

233

234

235

236

237

238

239

240

241

•••

242

•••

243

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how to Minerals create Mineral crystals

Science

Earth Science: Through demonstration, experimentation and Geology - Rocks & research demonstrates an understanding of how the Minerals crystals in Minerals will vary in size as a result of fast and slow evaporation

Science

Earth Science: Discusses, understands and performs some of the Geology - Rocks & tests mineralogists use to identify minerals and their Minerals properties

Science

Earth Science: Weather

Science

Earth Science: Weather

Discusses, understands, constructs and uses a Weather Vane

Science

Earth Science: Weather

Discusses, understands and explains the use of an Anemometer

Science

Earth Science: Weather

Discusses, understands and explains The Beaufort Wind Scale

Science

Earth Science: Weather

Discusses, understands and explains the work of the Wind

Science

Earth Science: Weather

Discusses, understands and explains the World's Winds: Polar Easterlies, Trade Winds, Prevailing Westerlies

Science

Earth Science: Weather

Discusses, understands, and explains the hydrologic cycle

Science

Earth Science: Weather

Discusses, understands and explains Clouds: how they are formed, kinds of clouds, and the types of precipitation they produce

Science

Earth Science: Weather

Discusses, understands and explains different types of weather fronts and the relating types of weather than can occur as a result of these

Science

Earth Science: Weather

Interprets symbols from a weather map

Discusses, understands and explains Wind

2nd 3rd

4th 5th 6th

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ID #

244

245

246

R R 247 R R 248

249

250

251

253

254

y

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252

255

256

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Earth Science: Weather

Discusses, understands and explains how mountain ranges can affect weather

Science

Earth Science: Weather

Discusses, understands and explains different kinds of storms and the relating weather: Tornadoes, Waterspouts, Hurricanes, Tropical Depression, Tropical Storm, Blizzards, Severe Blizzards

Science

Earth Science: Weather

Discusses, understands and explains air pressure and how changing air pressure helps predict when a storm will occur

Science

Earth Science: Weather

Discusses, understands and explains the use of a Barometer

Science

Earth Science: Weather

Discusses, understands and explains Lightening: Types, Properties, Effects, Interesting Facts and Safety

Science

Earth Science: Weather

Discusses, understands and explains the relationship between Thunder and Lightening

Science

Earth Science: Meteorology

Discusses, understands and explains the role of a meteorologist

Science

Earth Science: Meteorology

Discusses, understands and explains the various ways a Meteorologist obtains data

Science

Earth Science: Meteorology

Discusses, understands and explains the various instruments used in monitoring the atmosphere

Science

Earth Science: Climate

Discusses, understands and explains the differences between Weather and Climate

Science

Earth Science: Climate

Discusses, understands and explains the many factors that make up Climate

Science

Earth Science: Climate

Discusses, understands and explains how Climate affects: people's clothing, housing and types of food grown

Science

Earth Science: Climate

Discusses, understands and explains how Climate determines the types of vegetation and animals that thrive

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Science

2nd 3rd

4th 5th 6th

••• ••• ••• ••• •••• •••• • •••• ••• ••• •••• ••• • ••••• ••••

ID #

257

258

259

260

261

262

R 263

264

266

267

y

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265

268

269

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Earth Science: Climate

Discusses, understands and explains how Climate is thought to be affected by a variable such as pollution (Greenhouse Effect)

Science

Being a Scientist: Measurement

Uses scientific scales (and other instruments for measuring mass) carefully and appropriately and can do so in both measurement systems

Science

Being a Scientist: Measurement

Uses various rulers and measuring tapes carefully and appropriately to make observations in relation to physical science explorations and can do so in both measurement systems

Science

Being a Scientist: Measurement

Uses a thermometer carefully and appropriately in classroom experiments and Earth Science related activities

Science

Being a Scientist: Observation Gathering & Analyzing Data

Groups and classifies objects or data according to physical or chemical properties

Science

Being a Scientist: Observation Gathering & Analyzing Data

Uses a hand magnifier carefully and appropriately to investigate objects on a larger scale

Science

Being a Scientist: Observation Gathering & Analyzing Data

Understands the various parts of the microscope, their functions and how to use a microscope carefully and appropriately

Science

Being a Scientist: Observation Gathering & Analyzing Data

Uses various microscopes carefully and appropriately to analyze specimens

Science

Being a Scientist: Observation Gathering & Analyzing Data

Prepares own slides either dry or wet mount

Science

Being a Scientist: Observation Gathering & Analyzing Data

Demonstrates objective observational skills by accurately describing the physical properties of objects

Science

Being a Scientist: Observation Gathering & Analyzing Data

Demonstrates at least two techniques for obtaining samples of data

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Science

2nd 3rd

4th 5th 6th

••• • ••••• • ••••• • ••••• • ••••• • ••• •••• •••• ••• ••••• •••

ID #

270

271

272

273

274

R R 275

276

277

y

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278

279

280

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Being a Scientist: Observation Gathering & Analyzing Data

Classifies objects correctly

Science

Being a Scientist: Scientific Experimentation 1

Describes accurately the steps of the Scientific Method

Science

Being a Scientist: Scientific Experimentation 1

Understands the meaning of a Hypothesis and conducts a simple experiment to prove or disprove a Scientific Hypothesis

Science

Being a Scientist: Scientific Experimentation 1

Accurately records findings from a science experiment/project and draws objective conclusions from the data

Science

Being a Scientist: Scientific Experimentation 1

Accurately records findings from a science experiment/project and draws objective conclusions from the data using graphs or charts

Science

Being a Scientist: Scientific Experimentation 1

Distinguishes between observations and inferences in science experiments or investigative experiences

Science

Being a Scientist: Scientific Experimentation 2

Writes a Hypothesis for a science experiment, understanding the difference between a demonstration and an experiment

Science

Being a Scientist: Scientific Experimentation 2

Designs own science experiment (understands the concept of variables), conducts the experiment, records observations and data, and draws conclusion from the results

Science

Classifying: Taxonomy 1

Observes differences in various specimens representing the different kingdoms

Science

Classifying: Taxonomy 1

Discusses and understands the rationale of why the different life forms on Earth are classified

Science

Classifying: Taxonomy 1

Discusses the 6 Kingdoms or the Three Domain System and the subdivisions within these; is aware that scientists are continually making discoveries that might change this structure

Science

Classifying: Taxonomy 2

Works with the Chinese Boxes to develop an understanding of one type of classification system

Science

Classifying: Taxonomy 2

Uses the Chinese Boxes to spark investigations within any classification area

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Science

2nd 3rd

4th 5th 6th

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ID #

281

282

283

284

285

286

287

288

289

290

291

292

293

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Classifying: Taxonomy 3

Discovers and explains the differences between different living and non-living organisms

Science

Classifying: Taxonomy 3

Discovers and explains the differences between plants and animals

Science

Classifying: Taxonomy 3

Discovers and explains the differences between plant and animal cell structures

Science

Classifying: Taxonomy 3

Discovers and explains the differences between plants, animals and prokaryotic organisms

Science

Classifying: Taxonomy 3

Identifies and understands that there are different cells within an organism which perform different functions

Science

Classifying: Taxonomy 3

Discovers and explains the differences between the cell structures of plants, animals and prokaryotic organisms

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Mammals

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Fish

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Birds

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Amphibians

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Reptiles

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences between vertebrates and invertebrates

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Insects

Science

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Molluscs

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Science

2nd 3rd

•• ••

4th 5th 6th

ID #

R

294

R

295

••• •• •• •• ••• ••• ••• ••• ••• ••• ••• •••

R 296

297

298

299

y

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R

300

R

301

R

302

R

303

R

304

R

305

R

306

R

307

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Study of Animals 1 Discovers, identifies and explains (in different ways) the similarities and differences in various Crustaceans

Science

Study of Animals 2 Discovers , identifies and explains (in different ways) the needs of different animals regarding food

Science

Study of Animals 2 Discovers, identifies and explains (in different ways) the role of different animals in the Food Web

Science

Study of Animals 2 Discovers, identifies and explains (in different ways) the different nutrional needs of herbivores, carnivores, and omnivores

Science

Study of Animals 3 Discovers, identifies and explains (in different ways) the different adaptations of herbivores, carnivores, and omnivores

Science

Study of Animals 3 Discovers, identifies and explains (in different ways) the adaptations of animals to specific biome environments

Science

Study of Animals 4 Discovers, identifies and explains (in different ways) how different animals reproduce

Science

Study of Animals 4 Discovers, identifies and explains (in different ways) how microscopic organisms reproduce

Science

Study of Animals 5 Discovers, identifies and explains (in different ways) the role of camouflage as a defense mechanism and other defense strategies animals use

Science

Study of Animals 6 Discusses and understands the internal anatomy of different animals

Science

Study of Animals 6 Discusses and understands the internal anatomy and functions of the different systems in the humans

Science

Study of Animals 7 Discusses and explains (in different ways) the varied relationships humans have with animals: food, pets, entertainment, sport

Science

Study of Animals 7 Discusses and explains (in different ways) the effects humans have had on animals in their natural habits

Science

Study of Animals 7 Discusses and explains (in different ways) the different aspects of animal husbandry

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Science

2nd 3rd

4th 5th 6th

••• ••• • •••• ••• •••• ••• ••• ••• ••• ••• ••• ••• ••• •••

ID #

R

308

R

309

R 310 R 311

312

R 313

R

314

315

316

y

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317

318

319

320

321

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Botany 1

Identifies common trees, flowers and classroom plants around the school

Science

Botany 1

Uses specific criteria and identifies common trees and flowers

Science

Botany 1

Uses a field guide to assist in identifying various plants

Science

Botany 1

Identifies and explains (in different ways) the parts of a flower

Science

Botany 1

Identifies and explains (in different ways) the parts of a seed

Science

Botany 1

Identifies and explains (in different ways) the parts of a tree

Science

Botany 1

Identifies and explains (in different ways) the parts of a leaf

Science

Botany 1

Identifies and explains (in different ways) the botanical names for leaf shapes

Science

Botany 1

Identifies and explains (in different ways) the botanical terms for leaf margins

Science

Botany 1

Identifies and explains (in different ways) the botanical terms for leaf venation

Science

Botany 1

Identifies and explains (in different ways) the botanical terms for root types

Science

Botany 2

Discovers, identifies, differentiates and explains (in different ways) the characteristics and of monocots and dicots

Science

Botany 2

Discovers, identifies, differentiates and explains (in different ways) the characteristics of bryophytes and tracheophytes

Science

Botany 2

Discovers, identifies, differentiates and explains (in different ways) the characteristics of angiosperms and gymnosperms

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Science

2nd 3rd

••• •••

4th 5th 6th

ID #

R

322

R

323

••• • ••• • ••• • ••• • ••• ••• ••• ••• ••• ••• ••• •••

324

R

325

R

326

R

327

R

328

R 329 R 330

y

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R 331 R 332

333

334

335

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Botany 3

Discovers, identifies and explains (in different ways) the function of roots

Science

Botany 3

Discovers, identifies and explains (in different ways) the function of flowers

Science

Botany 3

Discovers, identifies and explains (in different ways) the function of fruit

Science

Botany 3

Discovers, identifies and explains (in different ways) the different types of fruits

Science

Botany 3

Discovers, identifies and explains (in different ways) the function of a seed

Science

Botany 3

Discovers, identifies and explains (in different ways) how seeds have adapted to disperse themselves

Science

Botany 3

Discovers, identifies and explains (in different ways) the function of the plant stem

Science

Botany 3

Discovers, identifies and explains (in different ways) the circulatory system of the plant stem

Science

Botany 3

Discovers, identifies and explains (in different ways) the function of leaves and the process of Photosynthesis

Science

Botany 4

Discovers, identifies and explains (in different ways) the basic needs of plants to carry out Photosynthesis

Science

Botany 4

Discovers, identifies and explains (in different ways) the basic needs of plants

Science

Botany 4

Discovers, identifies and demonstrates that plants contain water

Science

Botany 4

Discovers, identifies and demonstrates that plants adapt to their environment

Science

Botany 4

Discovers, identifies and demonstrates that plants grow in predictable patterns

w ie

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Science

2nd 3rd

4th 5th 6th

y

op C

••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •••

ID #

336

337

338

339

340

341

342

343

344

345

346

347

348

349

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Botany 5

Discovers, identifies, explains and demonstrates the varied relationships between humans and plants: food, clothing, furniture, housing, medicinal and so on

Science

Care of Plants

Actively participates in the appropriate care of indoor classroom plants

Science

Care of Plants

Actively researches and/or participates in performing root cuttings of classroom plants for proliferation

Science

Care of Plants

Actively researches and demonstrates knowledge of different plants' needs regarding water and light

Science

Care of Plants

Actively researches and demonstrates knowledge of how to plant seeds and the differing requirements needed for different seed varieties

Science

Care of Plants

Actively researches and demonstrates knowledge of cold frames and their use in seed germination

Science

Care of Plants

Actively researches and demonstrates knowledge of raising a crop of vegetables

Science

Care of Plants

Actively researches and demonstrates knowledge of the needs of a variety of plants in designing the layout of a garden

Science

Care of Plants

Demonstrates appropriate knowledge in caring for container gardens including either flowering plants, herbs or vegetables

Science

Care of Plants

Actively researches and demonstrates knowledge of when and how to use stakes and trellises

Science

Care of Plants

Actively researches and demonstrates knowledge of chemical and organic fertilizers, the pros and cons of each and the use of these

Science

Care of Plants

Actively researches and demonstrates knowledge of chemical versus organic pest control and pros and cons of each

Science

Care of Food

Actively researches and demonstrates understanding of preventing food from being spoiled by insects, rodents, micro-organisms

w ie

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Science

2nd 3rd

4th 5th 6th

350

351

352

353

354

355

356

357

358

359

360

y

op C

•••• • ••••• ••••• •••• ••• ••• •••• ••• •••• ••• ••• ••• •••

ID #

361

362

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Food

Actively researches and demonstrates understanding of how to store food to prevent spoilage

Science

Care of Food

Actively researches and demonstrates understanding of how to clean fruits and vegetables to prevent contamination

Science

Care of Food

Actively researches and demonstrates understanding of different methods of extending the shelf-life of food

Science

Ecosystems 1

Demonstrates and explains (using different methods) the difference between a food chain and a food web

Science

Ecosystems 1

Demonstrates and explains (using different methods) the roles of the different organisms in a food web

Science

Ecosystems 1

Demonstrates and explains (using different methods) the roles of the different organisms in a food web within a given environment

Science

Ecosystems 1

Demonstrates an understanding (by explaining using different methods) the role of a predator and a prey

Science

Ecosystems 1

Demonstrates and explains (using different methods) population balance and the concept of overpopulation within a food web

Science

Ecosystems 1

Demonstrates an understanding (by explaining using different methods) the role of scavengers in an ecosystem

Science

Ecosystems 1

Demonstrates an understanding (by explaining using different methods) the role of saprotrophs (decomposers) in an ecosystem

Science

Ecosystems 1

Demonstrates an understanding (by explaining using different methods) the differences between biodegradable, recyclable and non-degradable

Science

Ecosystems 1

Demonstrates an understanding (by explaining using different methods) the ecological relationships among all living organisms within a specific environment

Science

Ecosystems 2

Demonstrates an understanding (by explaining using different methods) that the survival and success of living organisms over time depends on their ability to adapt

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Science

2nd 3rd

4th 5th 6th

y

op C

••• ••• ••• •••• •••• •••• •••• •••• ••• ••• •• •• ••

ID #

363

364

365

366

367

368

369

370

371

372

373

374

375

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Ecosystems 2

Demonstrates an understanding (by explaining using different methods) of some adaptations that have occurred in living organisms that have impacted their survival

Science

Ecology

Actively researches and explains the different forms of water pollution

Science

Ecology

Actively researches and explains the different causes of water pollution

Science

Ecology

Actively researches and explains issues pertaining to water pollution and solutions within the world's oceans

Science

Ecology

Actively researches and explains issues pertaining to acid rain and the effects it has on living organisms

Science

Ecology

Actively researches and explains issues pertaining to water pollution with special attention to the local environment's different bodies of water and their specific issues and concerns

Science

Ecology

Actively researches and explains issues pertaining to water pollution with special attention to the effects this has on human needs

Science

Ecology

Actively researches and explains the role of water treatment plants and the variety of different modern technologies being used to purify water for human needs

Science

Ecology

Actively researches and explains the different forms of indoor and outdoor air pollution

Science

Ecology

Actively researches and explains the different causes of air pollution

Science

Ecology

Actively researches and explains the debate regarding greenhouse gases and global warming including all opinions

Science

Ecology

Actively researches and explains issues pertaining to air pollution with special attention to the effects on weather patterns, changes in migration patterns of different species, destruction of existing habitats and so on

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Science

2nd 3rd

4th 5th 6th

y

op C

•• ••• ••• •• •• •• •• •• ••• ••• •• ••

ID #

376

377

378

379

380

381

382

383

384

385

386

387

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Science

Strand

Ecology

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

••

Actively researches and explains issues pertaining to air pollution with special attention to the effects this has on humans

ID #

388

w ie

ev Pr y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Elements of visual art

Explores types of lines using different media

Art

Elements of visual art

Uses words to describe different types of lines: thick, thin, diagonal, horizontal, vertical, straight, curly, wavy, scalloped zigzag, long and short

Art

Elements of visual art

Explores lines using different pencils ranging through HB, H and B types

Art

Elements of visual art

Explores types of lines using different media: strips of paper, thin and thick felt markers, crayons and paint with different brushes

Art

Elements of visual art

Alternates thin and thick stripes with different media

Art

Elements of visual art

Creates line designs (complexity increases with age and ability)

Art

Elements of visual art

Explores types of shapes using different media

Art

Elements of visual art

Uses words to describe different types of shapes: blob, outline, geometrical names where appropriate

Art

Elements of visual art

Explores repeat patterns using various stamps (e.g. vegetable stamps)

Art

Elements of visual art

Explores making square patterns with various media

Art

Elements of visual art

Explores making half-drop patterns with various media

Art

Elements of visual art

Explores making alternative motifs with a half-drop pattern with various media

Art

Elements of visual art

Explores making complex net patterns with various media

Art

Elements of visual art

Explores symmetrical and mirror images with various media

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Art

2nd 3rd

4th 5th 6th

• • • • ••• •••• • • ••• •••• •••• • • • • ••• •••• •••• • • • • ••• • • • • ••• • • • • ••• • • • • ••• • • • • ••• • • • • •••

R

R

ID #

1

2

R

3

R

4

R

5

R

6

R

7

R

8

y

op C

R

9

R

10

R

11

R

12

R

13

R

14

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Elements of visual art

Explores patterns and designs from various cultures and attempts to replicate those styles

Art

Elements of visual art

Explores primary colors using various media

Art

Elements of visual art

Explores mixing primary colors to produce secondary colors using various media

Art

Elements of visual art

Names all primary and secondary colors in context of art media

Art

Elements of visual art

Uses more advanced language of color in context of art media

Art

Elements of visual art

Explores color value with various media

Art

Elements of visual art

Explores effects of contrasting color

Art

Elements of visual art

Makes plaid pattern with overlapping colors

Art

Elements of visual art

Explores tints and shades with black and white

Art

Elements of visual art

Explores tints and shades by adding black or white to a hue

Art

Elements of visual art

Explores tones by adding various grays to pure hue

Art

Elements of visual art

Produces own color wheel - six part

Art

Elements of visual art

Produces own color wheel - twelve part

Art

Elements of visual art

Produces own color wheel - thirty six part

w ie

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Art

2nd 3rd

4th 5th 6th

• • • • ••••• ••• ••• ••• • • • • ••••• • • ••••• • • ••••• • ••••• • • • • ••••• • • ••••• • ••••• ••• • • ••• ••••

ID #

15

R

16

R

17

R

18

y

op C

R

R

19

20

21

22

23

24

25

26

27

28

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Elements of visual art

Uses correct terminology to name pigments (e.g. cobalt blue, Prussian blue etc.)

Art

Elements of visual art

Explores textures by making rubbings using different media

Art

Elements of visual art

Uses frottage in rubbings

Art

Elements of visual art

Explores various media to create texture in artwork

Art

Elements of visual art

Makes a collage with rubbings

Art

Elements of visual art

Explores composition in art with various media

Art

Elements of visual art

Fills space with various shapes and line combinations

Art

Elements of visual art

Explores negative and positive images with various media

Art

Elements of visual art

Uses shading to represent shadow and dimension

Art

Elements of visual art

Becomes aware of shadow and effects of light direction

Art

Elements of visual art

Explores shadow/light and shade with various media

Art

Using art materials and media

Initial cutting - one snip

Art

Using art materials and media

Initial cutting - on a diagonal

Art

Using art materials and media

Initial cutting - two or more snips

w ie

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Art

2nd 3rd

4th 5th 6th

y

op C

•••• • • • • ••••• • • ••••• • • ••••• • • ••••• • • • ••••• • • • ••••• • • • ••••• • • ••••• • • ••••• • • ••••• ••• ••• •••

ID #

29

30

31

32

33

34

35

36

37

38

39

40

41

42

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Using art materials and media

initial cutting - zigzag lines

Art

Using art materials and media

initial cutting - cutting on a curved line

Art

Using art materials and media

Cuts out a square or rectangle

Art

Using art materials and media

Cuts a free-form shape

Art

Using art materials and media

Cuts a shape from the middle of a page

Art

Using art materials and media

Cuts spirals

Art

Using art materials and media

Cuts corners

Art

Using art materials and media

Cuts folded paper

Art

Using art materials and media

Cuts chain links

Art

Using art materials and media

Applies cutting on lines and free hand to produce various items

Art

Using art materials and media

Glues mosaics

Art

Using art materials and media

Glues superimposed forms

Art

Using art materials and media

Glues patterns with various media and with increasing complexity

Art

Using art materials and media

Creates a collage with different media

w ie

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Art

2nd 3rd

4th 5th 6th

R

y

op C

••• ••• ••• ••• ••• ••• ••• ••• ••• • • • • ••• ••• ••• • • • • ••• • • • • ••••• R

ID #

43

44

45

46

47

48

49

50

51

52

53

54

55

56

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Using art materials and media

Uses edge gluing techniques to create threedimensional structures

Art

Using art materials and media

Makes paper chains

Art

Using art materials and media

Uses stamping materials effectively

Art

Using art materials and media

Explores different media for printing and stamping

Art

Using art materials and media

Uses printing and stamping techniques in projects

Art

Using art materials and media

Explores texture, line, and form with one color at a time

Art

Using art materials and media

Uses two colors together without mixing (keeping brush clean)

Art

Using art materials and media

Uses three primaries to mix other colors

Art

Using art materials and media

Paints with tempera

Art

Using art materials and media

Paints with water colors

Art

Using art materials and media

Paints with transparent water colors

Art

Using art materials and media

Paints with acrylics

Art

Using art materials and media

Paints with gauche

Art

Using art materials and media

Paints with oils

w ie

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Art

2nd 3rd

4th 5th 6th

y

op C

•• • • • • ••• • • • • ••• • • ••••• • ••••• ••• ••• ••• ••• ••• • • • ••••• • ••••• • ••••• • •••••

ID #

57

R

58

R

59

60

61

62

63

64

65

66

67

68

69

70

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Art

Using art materials and media

Explores crayon resist painting techniques

Art

Using art materials and media

Explores textured painting techniques

Art

Using art materials and media

Explores wet on wet painting

Art

Using art materials and media

Explores elementary origami folds (valley and mountain folds)

Art

Using art materials and media

Explores various uses of paper to create texture

Art

Using art materials and media

Makes "snowflakes"

Art

Using art materials and media

Uses double sided paper to create interesting textures

Art

Using art materials and media

Follows simple origami patterns to create objects

Art

Using art materials and media

Follows more complex origami patterns to create objects

Art

Using art materials and media

Makes chains with various media

Art

Using art materials and media

Explores repeating patterns with various media

Art

Using art materials and media

Explores kneading, stretching, squeezing and rolling clay

Art

Using art materials and media

Makes simple pinch pot with clay

Art

Using art materials and media

Makes coil pot with clay

2nd 3rd

4th 5th 6th

• • • • ••• • • • • ••• • • • • •••• • • • • ••••• • • • • ••••• ••• ••• • • • • ••••• • • • • ••••• • • • • ••••• • • • • ••• •••• •••• ••••

ID #

R

71

R

72

R 73

74

w ie

ev Pr

75

R

76

R

77

op C

R

78

79

80

81

y R

82

R

83

R

84

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Using art materials and media

Makes simple slab constructions with clay

Art

Using art materials and media

Adds decoration to clay constructions

Art

Using art materials and media

Makes plaster of Paris molds

Art

Using art materials and media

Uses vocabulary such as wedging, slip, and names of tools

Art

Using art materials and media

Works independently with clay to complete own projects using various techniques

Art

Using art materials and media

Mixes salt-dough

Art

Using art materials and media

Makes salt-dough figures

Art

Using art materials and media

Creates batik effect with wax crayons and ink

Art

Using art materials and media

Explores sgraffito / etching with wax crayons

Art

Using art materials and media

Explores melted wax techniques

Art

Developmental stages in visual art

Explores media through uncontrolled or poorly controlled scribbles

Art

Developmental stages in visual art

Scribbles become controlled with evidence of composition and intentional use of shapes

Art

Developmental stages in visual art

Combines shapes with lines and outlines to build individual line formations

Art

Developmental stages in visual art

Uses lines to create designs

w ie

ev Pr

Art

2nd 3rd

4th 5th 6th

•••• •••• • • ••••• • • • • ••••• •••• • • • ••••• • • • ••••• • • ••••• • • ••••• • • ••••• ••• ••• ••• •••

ID #

R

85

R

86

87

88

89

90

91

92

93

y

op C

94

95

96

97

98

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Developmental stages in visual art

Uses symbols such as mandalas, suns and radials as child moves between non-representative exploration and representative art

Art

Developmental stages in visual art

Begins to name elements in art work (sun, mommy, me etc)

Art

Developmental stages in visual art

Begins to draw recognizable human figures, plants and objects

Art

Developmental stages in visual art

Combines symbols to make pictures

Art

Developmental stages in visual art

Creates early representative artworks - sky and ground appear

Art

Developmental stages in visual art

Creates a picture that tells a story

Art

Developmental stages in visual art

Draws from an object - still-life

Art

Developmental stages in visual art

Draws a person - portrait

Art

Developmental stages in visual art

Draws a landscape using perspective and shading

Art

Developmental stages in visual art

Combines media and techniques to produce original work

Art

Photography

Uses digital camera to take photos in classroom

Art

Photography

Begins to explore composition in own photos

Art

Photography

Uses simple software to manipulate images

Art

Photography

Uses digital photography and software to manipulate images for own projects

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Art

2nd 3rd

4th 5th 6th

y

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••• ••• ••• • • • • ••• • • • ••• • • ••• • • ••• • • ••• • • ••• • • • ••• • • • ••• • • ••• • ••• •••

ID #

99

100

101

R

102

R

103

R

104

R

105

R

106

R

107

R

108

R

109

R

110

R

111

R

112

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Art history

Works with pairing and sorting cards from period

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

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Art

2nd 3rd

4th 5th 6th

y

op C

••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • •••

ID #

113

R

114

R

115

R

116

R

117

R

118

R

119

R

120

R

121

R

122

R

123

R

124

R

125

R

126

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

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Art

2nd 3rd

4th 5th 6th

y

op C

• • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • •••

ID #

R

127

R

128

R

129

R

130

R

131

R

132

R

133

R

134

R

135

R

136

R

137

R

138

R

139

R

140

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Art

Art history

Studies and discusses representative works from period

Art

Art history

Creates work in style of period or using simple techniques

Language Arts

Language enrichment: Vocabulary development

Expands vocabulary through three period lessons given by adult, or through conversation with other children

Language Arts

Language enrichment: Vocabulary development

Views and discusses cards with adult or another child

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Art

2nd 3rd

4th 5th 6th

y

op C

• • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• • • ••• •••• ••••

ID #

R

141

R

142

R

143

R

144

R

145

R

146

R

147

R

148

R

149

R

150

R

151

1

2

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language enrichment: Vocabulary development

Learns the names of the items depicted by the images by means of a three period lesson

Language Arts

Language enrichment: Vocabulary development

Sorts image cards underneath corresponding scene images

Language Arts

Language Engages in verbal question and answer games of enrichment: Speech increasing complexity

Language Arts

Language Shares observations, news and ideas with the group enrichment: Speech or individually

Language Arts

Language Participates in singing rhymes and song enrichment: Speech

Language Arts

Language Tells short stories in group time enrichment: Speech

Language Arts

Language Participates in word and sound games (rhymes, word enrichment: Speech play, riddles etc.)

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): one object in hand

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): more than one sound, limited space

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): larger unlimited area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): entire visible area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): limited area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): entire visible area

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Language Arts

•••• •••• •••• •••• •••• ••• ••• ••• ••• ••• •• •• ••

2nd 3rd

R

4th 5th 6th

ID #

3

4

5

6

7

8

9

10

op C

11

R

12

R

13

R

14

R

15

y

R

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the internal sounds in words (40/44 key sounds): in entire visible area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate any sound (40/44 key sounds): entire visible area

Language Arts

Handwriting: Preparation 1

Has developed fine motor control in preparation for handwriting through the various sensorial preliminary exercises

Language Arts

Handwriting: Preparation 1

Feels sandpaper letters using a light continuous movement of the index and middle fingers of the dominant hand

Language Arts

Handwriting: Preparation 1

Associates the letter sound with the symbol which represents it through playing an "I Spy game" or participating in "three period lessons"

Language Arts

Handwriting: Preparation 2

Works with metal insets as presented drawing an outline with the metal frame, then placing the inset over the outline and drawing another identical outline in a different color

Language Arts

Handwriting: Preparation 2

Fills in outline drawn with either frame or inset, with a zig zag pattern/ or colors in

Language Arts

Handwriting: Preparation 2

Draws a design by rotating the inset or frame and shades

Language Arts

Handwriting: Preparation 2

Draws more advanced designs using two or more frames or insets

Language Arts

Handwriting: Preparation 2

Designs a longer pattern with repeating shapes and shades

Language Arts

Handwriting: Preparation 2

Draws a design by rotating the inset or frame on the diagonal

Language Arts

Handwriting: Preparation 2

Creates various shades of colors when shading designs

Language Arts

Handwriting: Preparation 2

Demonstrates control of the pencil when tracing an object and creating designs

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Language Arts

2nd 3rd

•• •• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• R

4th 5th 6th

ID #

16

R

17

R

18

19

20

21

22

23

R

25

R

26

y

op C

24

R

27

R

28

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting: Preparation 3

Return letters to correct space in the box (this is a preparatory exercise that is simply an exercise in visual discrimination)

Language Arts

Handwriting: Preparation 3

Uses LMA to build (encode) words he thinks of himself

Language Arts

Handwriting: Preparation 3

Uses LMA to build (encode) phrases or sentences he thinks of himself

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, and sentences

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, sentences, paragraphs and short stories

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, sentences, paragraphs and short stories

Language Arts

Handwriting: Preparation 4

Practices writing individual numbers and letters, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 4

Writes individual letters with pencil and paper, first tracing the sandpaper symbol

Language Arts

Handwriting: Preparation 4

Writes families of letters with similar shapes, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 4

Writes families of letters with similar shapes, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 5

Places letters of the small moveable alphabet between double lines correctly positioning ascenders and descenters

Language Arts

Handwriting: Preparation 5

Practices writing individual numbers and letters with correct placement of ascenders and descenders.

Language Arts

Handwriting: Preparation 6

Sorts letters of the small moveable alphabet into three groups according to ascenders and descenders, and checks own work by placing the letters in rows on the lined board

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Language Arts

2nd 3rd

y

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••• •• ••• ••• •• ••• ••• •• •• •• •• ••• •• R

4th 5th 6th

ID #

29

30

31

32

33

34

35

36

37

38

39

40

41

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting: Preparation 6

Sorts the single letter sandpaper letters into three groups accoding to ascenders and descenders, then writes the letters on lined paper after tracing each letter

Language Arts

Handwriting: Preparation 6

Writes, on lined paper, all twenty five single letters after tracing the corresponding sandpaper letters

Language Arts

Handwriting: Preparation 7

Traces each of the 26 capital letters, associating the letter with the sound it represents

Language Arts

Handwriting: Preparation 7

Traces each of the 26 capital letters, associating the letter with its name

Language Arts

Handwriting: Preparation 7

Pairs the sandpaper Capitals with the corresponding lower case letters

Language Arts

Reading: Words 1

Begins to decipher words that have been build with the LMA, or in a book etc.

Language Arts

Reading: Words 1

Silently reads word as they are written by directress and places them next to the correct object.

Language Arts

Reading: Words 1

Works independently with object box 1, reading simple words which are phonetically spelt with sounds represented by only one letter.

Language Arts

Reading: Words 1

Silently reads words as they are written by directress and performs the correct action.

Language Arts

Reading: Words 1

Works independently with Activity words set 1, reading the words and performing the actions.

Language Arts

Reading: Words 1

Silently reads words containing 12 key sounds, as they are written by the directress, and places then next to the correct object or picture.

Language Arts

Reading: Words 1

Works independently with object box 2, silently reads words containing 12 key sounds, and places then next to the correct object or picture.

Language Arts

Reading: Words 1

Silently reads words containing 12 key sounds, as they are written by the directress, and performs the appropriate action

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Language Arts

4th 5th 6th

ID #

R

42

R

43

R

44

R

45

R

46

47

48

49

50

51

R

52

y

op C

•• •• •• •• •• ••• •• ••• •• ••• ••• ••• •••

2nd 3rd

R

53

R

54

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Reading: Words 1

Silently reads words containing double letter phonograms and performs the appropriate actions

Language Arts

Reading: Words 1

Silently reads puzzle words after receiving three period lesson.

Language Arts

Reading: Books

Silently reads little handmade books

Language Arts

Reading: Alphabet

Displays a knowledge of the names of the letters of the alphabet

Language Arts

Reading: Alphabet

Can say the names of the letters of the alphabet in order

Language Arts

Reading: Alphabet

Names a letter of the alphabet when shown the corresponding symbol

Language Arts

Reading: Key sounds

Recognizes symbols on outside of key sound folders as being represented by sandpaper letters and double letters and can say corresponding sounds

Language Arts

Reading: Key sounds

Reads booklets in key sound folders

Language Arts

Reading: Key sounds

Sorts card from any two folders to show that he has memorized the various families of phonograms

Language Arts

Reading: Key sounds

Sorts cards from all 14 folders to show that he has memorized the various families of phonograms

Language Arts

Reading: Key sounds

Writes all fourteen key sounds and corresponding phonograms.

Language Arts

Reading: Key sounds

Uses dictionary of phonograms when he encounters unknown words in parallel reading activities.

Language Arts

Reading: Words 2

Silently reads puzzle words after receiving three period lesson and being made aware of especially interesting aspects. Child demonstrates and interest in and awareness of these points of interest.

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Language Arts

4th 5th 6th

ID #

R

55

R

56

R

57

R

58

R

59

R

60

R

61

R

62

R

63

R

64

R

65

y

op C

••• •• •• ••• •• •• ••• ••• •• •• •• •• ••

2nd 3rd

R

66

R

67

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Age 3 Age 4 KG 1st

Strand

Curriculum Element

Language Arts

Reading

Reads words using multiple sets of cards, sorted into different categories.

Language Arts

Reading

Reads definitions using multiple sets of cards, sorted into different categories.

Language Arts

Reading

Reads simple sentences (command cards)

Language Arts

Reading

Reads compound sentences with understanding (command cards)

Language Arts

Reading

Reads complex sentences with understanding (command cards)

Language Arts

Reading

Reads to others with enjoyment, style and assurance

Language Arts

Reading

Reads magazines

Language Arts

Reading

Reads more complex children's books

Language Arts

Reading

Reads poetry with enjoyment, style, assurance, and understanding

Language Arts

Function of Words:1

Participates in function games at a verbal (nonwritten) level

Language Arts

Function of Words:1

Displays an awareness of words which name things through game involving fetching objects.

Language Arts

Function of Words:1

Displays an awareness of words which name things through game involving fetching objects. Pick up a pig; give me the dog]

Language Arts

Function of Words:1

Displays an awareness of words which describe things through game involving objects. give me the pink pig, move the brown cow]

Language Arts

Function of Words:1

Displays an awareness of the use of conjunctions as a means of joining phrases

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Curriculum Area

2nd 3rd

4th 5th 6th

••• •• ••• ••• ••• ••• • ••••• ••••• • ••••• ••• ••• ••• ••• •••

ID #

R

68

R

69

70

71

72

73

74

75

76

y

op C

77

78

79

80

81

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Function of Words:1

Displays an awareness of the use of prepositions. "Move the cow behind the horse"

Language Arts

Function of Words:1

Displays an awareness of the use of verbs through games with the farm. "Show me how the dog runs"

Language Arts

Function of Words:1

Displays an awareness of the use of pronouns through games with the farm. "There is a pink pig. Please pass it to me"

Language Arts

Dictation

Reads words from booklets while another child takes dictation

Language Arts

Dictation

Takes dictation from another child reading from the phonogram booklets

Language Arts

Reading of Words: 4

Reads words in noun box and brings related objects to the workmat

Language Arts

Reading of Words: 4

Reads words and places the labels next to objects in the environment

Language Arts

Reading of Words: 4

Reads words and performs the actions

Language Arts

Reading of Words: 4

Reads words and moves to place own body in relation to an object (for e.g. card reads "over" - child stands on mat, card reads "under" child goes under a table etc.)

Language Arts

Function of Words:2

Is able to recognize words that are nouns and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize the three articles found in the English language and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are adjectives and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are conjunctions and how they function in a sentence

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Language Arts

4th 5th 6th

ID #

82

83

84

R

85

R

86

R

87

R

88

R

89

R

90

R

91

R

92

y

op C

••• ••• ••• •• •• ••• ••• ••• ••• ••• ••• ••• •••

2nd 3rd

R

93

R

94

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Function of Words:2

Is able to recognize words that are prepositions and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are verbs and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are pronouns and how they function in a sentence

Language Arts

Word study 1

Reads and matches the names of animals with their homes

Language Arts

Word study 1

Reads and matches the names of animals with their sounds

Language Arts

Word study 1

Reads and matches the names of animals with their young

Language Arts

Word study 1

Reads and matches words to create compound words

Language Arts

Word study 1

Reads and sorts words into corresponding sets of positive, comparative and superlative

Language Arts

Word study 1

Reads and pairs collective nouns with the corresponding noun

Language Arts

Word study 1

Reads and pairs collective nouns with the corresponding noun

Language Arts

Word study 1

Demonstrates an understanding of concept of singular and plural

Language Arts

Word study 1

Reads and categorizes words according to singular and plural

Language Arts

Word study 1

Reads and categorizes words according to masculine and feminine

Language Arts

Function of Words: Plays the detective adjective game with adult or other 3 children to demonstrate an understanding of the rule of adjectives in describing objects

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Language Arts

2nd 3rd

•••• ••••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •••

4th 5th 6th

R

R

ID #

95

R

96

97

98

99

100

101

102

103

y

op C

104

105

106

107

108

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

ID #

Composition 1

Child composes one word answers with a moveable alphabet in response to a question asked by the teacher

109

Language Arts

Composition 1

Composes phrases with spaces separating individual words

110

Language Arts

Composition 1

Child composes stories with m.a. and asks directress to correct spelling before writing the story on paper.

111

Language Arts

Composition 1

Composes sentences with punctuation

Language Arts

Composition 1

Transcribes own sentences and stories (pencil and paper)

Language Arts

Composition 1

Reads own stories to group during story time

Language Arts

Speaking and Listening Skills 1

Is able to express ideas logically, succinctly and politely

Language Arts

Speaking and Listening Skills 1

Delivers well-organized oral reports

Language Arts

Speaking and Listening Skills 1

Recites short poems, songs, and rhymes from memory

Language Arts

Speaking and Listening Skills 1

Tells stories in logical sequence

Language Arts

Speaking and Listening Skills 1

Participates with others in choric reading

Language Arts

Speaking and Listening Skills 1

Presents formal speeches to demonstrate, inform, or to entertain

Language Arts

Speaking and Listening Skills 1

Participates in informal dialogue

Language Arts

Speaking and Listening Skills 1

Reads' a dramatic part in a play

w ie

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Language Arts

112

113

114

•••• • ••••• • • • • •••• ••• • ••• •••• • • ••••• • • •••••

R R R 115

116

R 117

y

op C

R R R R R 118 R R 119

120

121

122

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Speaking and Listening Skills 1

Conducts an interview

Language Arts

Speaking and Listening Skills 2

Follows oral instructions

Language Arts

Speaking and Listening Skills 2

Follows: Simple 1-2 step commands

Language Arts

Speaking and Listening Skills 2

Follows: Complex 3-5 step commands

Language Arts

Speaking and Listening Skills 2

Listens purposefully and responds appropriately in conversation

Language Arts

Speaking and Listening Skills 2

Listens for details and answers questions about information presented orally or in a story

Language Arts

Speaking and Listening Skills 2

Names the characters in a story

Language Arts

Speaking and Listening Skills 2

Identifies a character’s traits or behaviors

Language Arts

Speaking and Listening Skills 2

Identifies a character’s feelings

Language Arts

Speaking and Listening Skills 2

Retells a story or restate directions

Language Arts

Speaking and Listening Skills 2

Summarizes the plot of a story

Language Arts

Speaking and Listening Skills 2

Indicates the chronological order of events

Language Arts

Speaking and Listening Skills 2

Identifies the cause of an event

Language Arts

Speaking and Listening Skills 2

Explains the problem that a character faces and how he/she resolves it.

2nd 3rd

4th 5th 6th

•••• • ••••• ••• •••• ••••• • • • • ••••• • ••••• •••• • • • • ••• • ••••• •••• ••••• • • • • ••••• • • • • ••••

ID #

123

R R R 124

R

125

R R R R 126

w ie

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R R R R 127

128

R R R 129 R R R 130 R R 131

y

op C

R R R 132 R 133

R R R R 134

135

R 136

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Speaking and Listening Skills 2

Makes reasonable predictions about what will happen next in a story

Language Arts

Speaking and Listening Skills 2

Identifies the speakers in a dialogue

Language Arts

Speaking and Listening Skills 2

Identifies to whom a pronoun is referring

Language Arts

Handwriting 1

Has mastered the ability to write in the school's chosen font: Lower case letters

Language Arts

Handwriting 1

Has mastered the ability to write in the school's chosen font: Upper case letters

Language Arts

Handwriting 1

Has mastered the ability to space letters appropriately within a word when writing in The School's chosen font

Language Arts

Handwriting 1

Has mastered the ability to leave appropriate space between words when writing in the school's chosen font

Language Arts

Handwriting 2

Has mastered the ability to write in cursive form: Lower case letters

Language Arts

Handwriting 2

Has mastered the ability to write in cursive form: Upper case letters

Language Arts

Handwriting 2

Has mastered the ability to space letters appropriately within a word when writing in cursive form

Language Arts

Handwriting 2

Has mastered the ability to leave appropriate space between words when writing when writing in cursive form

Language Arts

Handwriting 2

Writes cursive smoothly and easily

Language Arts

Handwriting 3

Chooses to use decorative writing in preparing attractive papers, notes, letters, and reports

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the article in a sentence

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Language Arts

2nd 3rd

4th 5th 6th

••••• ••••• ••••• ••• ••• •• •• •••• •••• •••• •••• • ••• ••• •••

ID #

R R R 137 R R R 138 R R R 139

R R

140

R R

141

R R

142

R R

143

144

145

y

op C

146

147

R R 148

149

150

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the noun in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the adjective in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the verb in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the preposition in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the adverb in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the pronoun in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the conjunction in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the interjection in a sentence

Language Arts

Function of Words: Adverbs: Is able to recognize words that are adverbs 2 and how they function in a sentence

Language Arts

Sentence Analysis

Understand what makes up a simple sentence by using charts 1 & 2

Language Arts

Sentence Analysis

Analyzes simple sentences by using charts 1 & 2

Language Arts

Sentence Analysis

Constructs a simple sentence by using the sentence analysis guides

Language Arts

Sentence Analysis

Understands what makes up complex sentences and the variety of adverbial extensions by using charts 3-5

Language Arts

Sentence Analysis

Analyzes complex sentences and sentences that contain a variety of adverbial extensions by using charts 3-5

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Language Arts

2nd 3rd

4th 5th 6th

151

152

153

154

155

156

157

158

R

159

R R

160

R R R

161

y

op C

••• ••• ••• •• •• •• •• •• •• • • •• ••• •••

ID #

R R

162

R 163 R 164

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Sentence Analysis

Constructs complex sentences and sentences that contain adverbial extensions by using the sentence analysis materials

Language Arts

Grammar Study

Identifies the different types of nouns

Language Arts

Grammar Study

Identifies the different types of adjectives

Language Arts

Grammar Study

Identifies the different types of verbs

Language Arts

Grammar Study

Identifies the different types of pronouns

Language Arts

Grammar Study

Identifies the different types of adverbs

Language Arts

Grammar Study

Conjugates common regular verbs

Language Arts

Grammar Study

Conjugates common irregular verbs

Language Arts

Grammar Study

Declines personal pronouns

Language Arts

Sentence Diagrams Diagrams simple sentences

Language Arts

Sentence Diagrams Diagrams compound sentences

Language Arts

Sentence Diagrams Diagrams complex sentences

Language Arts

Sentence Diagrams Diagrams the main clause and subordinate clauses in a sentence

Language Arts

Sentence Diagrams Diagrams the various complements in a sentence

4th 5th 6th

••• •••• ••• ••• ••• ••• ••• ••• ••••• •• •• •• •• ••

ID #

R 165

w ie

ev Pr

Language Arts

2nd 3rd

166

167

168

169

170

171

172

173

y

op C

174

175

176

177

178

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Reading/Compreh Summarizes the plot of a story ension 1

Language Arts

Reading/Compreh Names the characters in a story ension 1

Language Arts

Reading/Compreh Identifies a character’s traits or behaviors ension 1

Language Arts

Reading/Compreh Identifies the cause of an event ension 1

Language Arts

Reading/Compreh Identifies a character’s feelings ension 1

Language Arts

Reading/Compreh Indicates the chronological order of events ension 1

Language Arts

Reading/Compreh Explains the problem that a character faces and how ension 1 he/she resolves it

Language Arts

Reading/Compreh Makes reasonable predictions about what will happen ension 1 next in a story

Language Arts

Reading/Compreh Identifies the main idea in a short essay ension 1

Language Arts

Reading/Compreh Identifies the speakers in a dialogue ension 1

Language Arts

Word Study: 2

Identifies and use compound words

Language Arts

Word Study: 2

Identifies and use contractions

Language Arts

Word Study: 2

Identifies and use prefixes

Language Arts

Word Study: 2

Identifies and use suffixes

2nd 3rd

4th 5th 6th

• • ••• •••• • • ••••• • • •••• • •••• • ••• • ••••• • ••••• • •••• • • ••• •• • ••• • ••• • • •••

ID #

R R 179

R R R 180

181

R 182

ev Pr

R 183

R R 184

w ie

185

186

R 187

R R R R R 189

y

op C

R R 188

R R 190 R R 191 R R 192

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Word Study: 2

Identifies and use antonyms

Language Arts

Word Study: 2

Identifies and use synonyms

Language Arts

Word Study: 2

Identifies and use homophones

Language Arts

Word Study: 2

Identifies and use hyphenated words

Language Arts

Word Study: 2

Identities common acronyms

Language Arts

Word Study: 2

Identifies common contractions

Language Arts

Word Study: 2

Identifies common abbreviations

Language Arts

Word Study: 2

Solves simple crossword puzzles

Language Arts

Word Study: 2

Solves advanced elementary crossword puzzles

Language Arts

Spelling 1

Spells the words appropriate to level

Language Arts

Spelling 2

Spells correctly when writing: Simple sentences

Language Arts

Spelling 2

Spells correctly when writing: Complex sentences

Language Arts

Spelling 3

Uses a dictionary to check and correct spelling

Language Arts

Spelling 3

Uses the spell-check feature of word processing software to check and correct spelling

2nd 3rd

4th 5th 6th

• • ••• • • ••• • ••• •••• ••• ••••• ••••• ••••• ••• • ••••• ••• •••• ••••• •••

ID #

R R 193 R R 194 R R 195

196

w ie

ev Pr

197

198

199

200

201

y

op C

202

R R 203

204

205

206

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mechanics

Follows correct rules of capitalization: Initial words in sentences

Language Arts

Mechanics

Follows correct rules of capitalization: Proper nouns / pronoun ‘I’

Language Arts

Mechanics

Follows correct punctuation rules: Sentence endings

Language Arts

Mechanics

Follows correct punctuation rules: Use of the comma

Language Arts

Mechanics

Follows correct punctuation rules: Use of quotation marks

Language Arts

Mechanics

Follows correct punctuation rules: Abbreviations

Language Arts

Mechanics

Follows correct punctuation rules: Punctuating letters and envelopes

Language Arts

Mechanics

Follows correct punctuation rules: Use of the colon

Language Arts

Mechanics

Follows correct punctuation rules: Use of the semicolon

Language Arts

Mechanics

Follows correct punctuation rules: Punctuating “formal” letters and envelopes

Language Arts

Creative Writing

Writes logical noun phrases

Language Arts

Creative Writing

Writes logical simple sentences

Language Arts

Creative Writing

Writes captions for pictures

Language Arts

Creative Writing

Writes logical paragraphs

w ie

ev Pr

Language Arts

2nd 3rd

4th 5th 6th

•• ••• •• ••••• •••• •• ••• ••• ••• •••• •• • •• •••

ID #

R R

207

R

208

R R

209

210

211

R R 212 R R 213

y

op C

R

214

215

216

217

R

218

R

219

R R 220

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Creative Writing

Writes creative short stories

Language Arts

Creative Writing

Writes creative longer stories that follow an organized plot

Language Arts

Creative Writing

Writes logical compound sentences

Language Arts

Creative Writing

Writes logical complex sentences

Language Arts

Creative Writing

Uses a thesaurus to identify alternative words

Language Arts

Creative Writing

Writes ‘informal’ letters to friends and relatives

Language Arts

Creative Writing

Writes creative poems

Language Arts

Creative Writing

Writes ‘formal’ letters to industries, agencies, or government officials

Language Arts

Creative Writing

Writes logical three-paragraph essays within the different essay genres

Language Arts

Creative Writing

Writes creative simple plays

Language Arts

Creative Writing

Writes logical five-paragraph essays within the different essay genres

Language Arts

Research Skills

Correctly applies rules of alphabetization: By first letter only

Language Arts

Research Skills

Correctly apples rules of alphabetization: By first 2 letters

Language Arts

Research Skills

Correctly applies rules of alphabetization: By entire word

2nd 3rd

4th 5th 6th

• • ••• •••• •••• ••• ••• • • ••• • • ••••• •••• •• ••••• •• ••• ••• ••

ID #

R R 221

222

223

224

w ie

ev Pr

R 225

R R 226

227

228

229

y

op C

230

231

232

233

234

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills

Has developed basic dictionary skills in locating words

Language Arts

Research Skills

Has developed basic dictionary skills using guide words

Language Arts

Research Skills

Has developed basic dictionary skills in understanding the simple definition of a word

Language Arts

Research Skills

Has developed basic dictionary skills in understanding the multiple definitions of a word

Language Arts

Research Skills

Has developed basic dictionary skills in the understanding of entry/base words

Language Arts

Research Skills

Has developed basic dictionary skills in understanding how to determine the parts of speech of a word

Language Arts

Research Skills

Determines the number of syllables in a word

Language Arts

Research Skills

Uses the encyclopedia to locate an article under a given heading

Language Arts

Research Skills

Uses the encyclopedia to locate specific answers to given questions in an encyclopedia article

Language Arts

Research Skills

Identifies the key information in an encyclopedia article

Language Arts

Research Skills

Uses cross-references to seek out additional information

Language Arts

Research Skills

Locates books that offer additional information when researching a subject

Language Arts

Research Skills

Identifies the information on the title page

Language Arts

Research Skills

Uses the table of contents

w ie

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Language Arts

2nd 3rd

4th 5th 6th

••• •• ••• •••• •• ••• ••• •• •• •• ••• ••••• •• •• R

ID #

235

236

237

238

239

R 240

R

241

242

R R 243

op C

R R 244

245

y

246

R

247

R

248

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills

Uses the index

Language Arts

Research Skills

Copies information from a book

Language Arts

Research Skills

Paraphrases information taken from a resource book into a simple written report

Language Arts

Research Skills

Summarizes information taken from a resource book into a written report

Language Arts

Research Skills

Takes subject notes from reference books, by bullet points onto note cards

Language Arts

Research Skills

Paraphrases information taken from bullet point notes from note cards

Language Arts

Research Skills

Outlines information

Language Arts

Research Skills

Proofreads material to identify spelling and grammatical errors

Language Arts

Research Skills

Knows how to cite references in a report

Language Arts

Research Skills

Knows how to use footnotes in a report

Language Arts

Research Skills

Prepares a bibliography for a report

Language Arts

Research Skills, writing skills, grammar skills, mechanic skills

Uses the research and composition skills listed above to consider a given topic in a formal report, using skills of analysis, synthesis, and evaluation

Language Arts

Literature Appreciation

Reads independently with enjoyment and appreciation, selecting titles of personal interest.

w ie

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Language Arts

2nd 3rd

4th 5th 6th

•••• •• ••• •• •••• ••• ••• •••• ••• • ••• ••• • • • ••••• R

ID #

249

250

251

252

253

254

255

256

257

y

op C

258

259

260

261

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Literature Appreciation

Identifies different genre found in literature

Language Arts

Literature Appreciation

Is able to think and report analytically about literature

Language Arts

Literature Appreciation

Identifies and describes the sections of a newspaper

Language Arts

Film Appreciation

Identifies different genre found in films

Language Arts

Film Appreciation

Is able to think and report analytically about films

Language Arts

Art Appreciation

Identifies various art styles and artists

Language Arts

Art Appreciation

Is able to think and report analytically about art

Language Arts

Music Appreciation Identifies various music styles and musicians

Language Arts

Music Appreciation Is able to think and report analytically about music

Language Arts

Visual Media Comprehension

Identifies the claims being made about a product in an advertisement

Language Arts

Visual Media Comprehension

Identifies the factual information that is offered to support these claims

Language Arts

Visual Media Comprehension

Identifies the overt or implied message(s) used in the ad’s attempt to persuade you to buy

Language Arts

Visual Media Comprehension

Identifies any illogical propositions that an advert is asking the reader to accept

Language Arts

Debate/Persuasion Summarizes the main thrust of a writer or speaker’s proposition in either written or oral argument and debate

w ie

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Language Arts

2nd 3rd

4th 5th 6th

y

op C

••• • ••••• ••• ••• ••• ••• ••• ••• ••• •• •• •• •• ••

ID #

262

263

264

265

266

267

268

269

270

I

271

I

272

I

273

I

274

I

275

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation


Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

Language Arts

Debate/Persuasion Identifies the writer or speaker’s apparent point of view in either written or oral argument and debate

I

Language Arts

Debate/Persuasion Identifies the factual information that the writer or speaker offers to support his/her proposition in either written or oral argument and debate

I

Language Arts

Debate/Persuasion Identifies any illogical arguments used by the writer or speaker to promote his/her proposition in either written or oral argument and debate

•• •• • I

ID #

276

277

278

w ie

ev Pr y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation

Montessori Foundation Curriculum Scope and Sequence  

This is a new expanded and updated Montessori curriculum scope and sequence for birth through toddlers, and ages 3 to 12 (US grade 6). It in...

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