A cover letter to the newsletter went home with your Children.  The following is news from each individual class.  You may enjoy reading what all the classes are doing, as teachers often share information that is applicable to other groups and classes.  Please be sure to read about the Special Classes also. 

Children’s House East with Tara and Sara

September is a busy time at school!  Some children are learning to say goodbye to their parents.  The phrase “mommies and daddies always come back” is often heard in the first couple of weeks.  Others are already masterful at the good bye.  Regardless, we’re all learning the routines of the day with its many transitions.  Soon it will be automatic but at the moment, it is big and exhausting work!

The children are also learning, many for the very first time, the way in which to be a student.  Lessons at this age are generally given individually.  Some lessons, however, are designed for the whole group.  Grace and Courtesy Lessons are an example of this type of lesson and teach care of oneself, others and the world (classroom).  It is also an area of the curriculum that is both planned and spontaneous. 

This year, like most, our first Grace and Courtesy Lesson was Unrolling and Rolling a Rug.  In the Montessori classroom, we use a small Work Rug in order to define our area of work.  While it is an important part of keeping our materials organized, unrolling and rolling the rug also helps to develop the movements of the hand in preparation for such things as writing.

Asking a friend if they would like a hug is the spontaneous Grace and Courtesy Lesson for the beginning of this year.  There are two pieces to this lesson: listening to the answer and knowing when to let go!  It can be confusing for the young child to hear someone decline an offer of affection.  So we verbalize the experience for them, for instance, “It’s not kind to give someone a hug if they say no thank you”. 

Fridays are unique!  Our morning starts by measuring ingredients in order to bake bread.  We place the pan in the bread maker and go to Friday All School Meeting.  Margaret shares school-wide news, including the birthdays of the week.  She collects non-perishable foods and tabs for Shriners Hospital.  We sing songs and then return to our room.  The sound of ten beeps tells us our bread is done.  We remove it and go to music class.  We sing fare well to our music teacher, Mr. Hywel, and return to class.  Our morning ends by sitting together and sharing, usually with jelly, our bread.

Bread Day is the only day that we have group snack.  We wait until everyone has been served and then we sing the following song:

Oh, the Earth is good to me                                                                                                                    And so I thank the Earth                                                                                                                                           For giving me the things I need                                                                                                                            The sun and the rain and the apple seed.                                                                                                          The Earth is good to me.                                                                                                                           Bon appetite, you may eat!

Speaking of the sun and the rain and the apple seed, the Children’s House classrooms will be traveling to Pell Farm on October 12th for our Fall Field Trip.  Thank you to those who have volunteered to chaperone. More information will follow shortly.


CHILDREN’S HOUSE SOUTH with Angelika and Rosemary

We have had a marvelous start to this school year.  The children are settling into the routines and expectations of the classroom and becoming more comfortable with their environment and the adults in the room. There is nothing more gratifying than to see your children enter the classroom with a confident smile and anticipation of what their day might bring. Each day begins as we greet one another with a handshake and a “Good Morning” extending courtesy and respect for each other, a practice that allows the adult to make eye contact and connect with your child.

During the next 2½ hours, the children are free to choose from the activities that are available and developmentally appropriate for them. They might be receiving an individual lesson from the teacher, work in a small group or with a friend.  Initially, younger children and those new to the class spend much more time in the practical life area where they develop the skills they will need later to succeed in their more academic work. These skills include gross and fine motor control, eye-hand coordination. The children learn how to set up an activity, then to follow through a sequence of steps to complete a task, all the while growing their ability to concentrate and increasing their independence.

During group time and especially at the beginning of the year, we introduce exercises of Grace and Courtesy. The young child has an acute need for order. He has a need to know and absorb the social structure to be more at ease in his environment. Grace and Courtesy lessons give the child vocabulary as well as actions and steps required for him to build his awareness and responsiveness of those around him. We practice how to roll a rug, walk around a friend’s rug, how to wash our hands, how to offer a hand to a friend and how to use kind words. We practice how to quietly observe a friend at work or how to get an adult’s attention.  Your children are doing a wonderful job already and are eagerly learning the many social graces needed to be successful in a group.

Our fall field trip is scheduled for Wednesday, October 12 to Pell Farm for a hayride, petting the farm animals, mazes and pumpkin picking. If you would like to be a chaperone or accompany your child please contact me.

We are looking forward to Dad’s Night on Thursday, October 13th.  The children are very proud to show what skills they are learning and the activities they engage in.

From time to time I will be sending home Classroom Notes on your child’s experience at school, listing activities your child has engaged in, lessons they have received or important learning that is taking place. I hope that you will find the information helpful and I would encourage you to let me know of any changes or other information pertaining to your child.  If you have any concerns about your child's school experience, please let me know right away. I can be reached at school before 8:00 and between 11:40 and 12:15. Otherwise, please leave a message with the office and I will call you.  Be sure to let Charmaine know what time is best.

Your children bring me great joy and I appreciate that you have entrusted them to me.


 Children's House North with Sheryl and Debbi

Welcome back to school friends old and new!

The children in Children's House North are all busy getting used to routines and practicing grace and courtesy.  "Please", "excuse me" and "thank you" (such wonderful words), and we hear them frequently!  The children are very proud of their efforts.  We sing songs about walking feet, or when I see a (work) rug I walk around (and many others) all reinforce grace and courtesy throughout the classroom.

Below are some of the areas your child may be working in:

Practical Life: Practical Life activities are beautiful to the eye, child-sized and are divided into four different areas: Control of Movement, Care of the Person, Care of the Environment and Grace and Courtesy. The purpose of the activities is to develop the child’s concentration, coordination, independence and sense of order.  All activities have a purpose and are arranged sequentially. The activities move from the use of large to small muscle groups, two to one handed activities, left to right set up, simple to complex skills and one to multiple step activities.  A control of error is built into all activities to allow a child to self-correct. The combination of fine motor control and strong hand-eye coordination in these activities will assist the child in the reading and writing process. Practical Life activities build the foundation for success in all areas of the Montessori curriculum.

Sensorial: The Sensorial Curriculum is categorized into groups according to the senses the materials are meant to isolate. These include Visual Discrimination, Auditory Sense, Tactile Sense, Thermic Sense, Olfactory Sense and Gustatory Sense. The child learns to isolate each sense which is crucial during the "Sensitive Period from 3-6" (Dr. Montessori). The direct aim of these activities is for the child to refine the ability to observe, compare, discriminate, differentiate, reason, decide, solve problems, and finally appreciate the world around them. The child will be able to make sense of and classify the information she has absorbed in her surroundings and she will continue to grow and add to this knowledge base. Again, as with all Montessori materials, the skills acquired in one area of the curriculum help to strengthen and support growth in all areas.

Language: The Montessori Language curriculum uses a phonetic approach. Children begin with auditory and oral activities, using sandpaper letters to associate sound and symbol.  Once all letter sounds can be identified, we begin the sounding out of CVC words.  Using objects and pictures, we identify and build words like hat, cat, jet, dog, sit - this skill takes time as some of the beginning letter sounds and vowels make many sounds. The moveable alphabet and small book making helps children begin to form words by sound.

As the children learn to discriminate sounds, they are introduced to beginning blends (bl, br) as well as phonograms ee, ea, and many others.

The writing part of the language curriculum involves the use of sand trays, sandpaper letters, chalkboards, metal insets, and pencil to paper. Once the child recognizes all letters and their sounds, the ability to build three and four letter words, complex words, use inventive spelling and write stories (not necessarily in that specific order) occurs.  At some point, some children will begin to experience what Dr. Montessori termed "an explosion into reading and writing.”  

Math: Math is taught using the Montessori philosophy: children learn at their own level of readiness. The child will begin learning with concrete materials such as number rods, colored beads, sandpaper numbers, chips (counters),as well as golden unit beads, ten bars, hundred squares and thousand cubes (the last 4 representing the decimal system).  Once the child has a strong number sense (recognition of the number and its' quantity), he/she will begin to learn the four basic operations of math: addition, multiplication, subtraction and division. As the child moves through the math curriculum, she will begin to move to the abstract- meaning the materials begin to be smaller and less concrete.

Science: To begin the year, the children will explore activities revolving around living and non living things and our nature table will be ready to explore! The children will learn the life cycle of an apple as well as the parts of an apple.

Geography:  The children, using the Montessori globe, will begin to learn the "Seven Continents Song" (to the tune of Frere Jacques): North America, South America, Europe, Asia, Africa, Europe, Asia, Africa. Don’t forget Australia, Don’t forget Antarctica. The seven continents, The seven continents.

According to our mentor, Dr. Maria Montessori, we follow the child closely and when a child is ready she will be introduced to the next lesson. Some children are with us for long periods of time and some are here less. Whatever the case may be for your child, we follow each child and pay close attention to balance their experience.

A look ahead:

October  12       Pell Farm  - handout to follow

October  13        Dad's Night 

* if you do not have a CORI done,  you can call the office and we can send a form home for you.  We need chaperones, but in order to take an assigned group you must have a current CORI on file at the school.  

*You may meet us there with your child if it is not your child’s day to come to school.




The Extended Day in the afternoon is going very well for all our students and the work cycle for our 5 and 6 year olds has been very rewarding.  Your children are keeping so busy and team teaching with Ms. Sheryl is working out fantastically for all of us. It is particularly beneficial for the children. The continuity from the morning to the afternoon and the smaller group format allows us to spend more individual time with each student and to present important lessons.

The afternoon usually begins with a group activity and the rest of the afternoon includes time for individual language and math, as well as geography and science work. Each child continues to work with materials and activities on his/her developmental level and areas that need improvement or that are of particular interest to the child.  Often children start longer projects in the afternoon that they then continue to work on the next morning. In preparation for story writing, we have been working on penmanship and proper formation of letters.  We are looking forward to developing each student’s story writing abilities (initially inventive spelling) and are planning smaller and larger writing projects throughout this year. 

Wednesday afternoons the third-year students attend a second Spanish class.  We have divided our third-year students in two groups and each group attends Spanish for 30 minutes. The children always love working with Ms. Paula as she has many exciting activities prepared that reinforce what they are learning during their Wednesday morning Spanish class.

On Fridays, we have introduced a popular activity called Author's Chair.  Each week one or two children will be invited to sit in the author’s chair to share a personal story with the class.  The teacher does the writing on a large pad for everyone to see as we go along.  At the end, we read the story together, and the author for the day may take the story home. The children enjoy this group activity very much especially as it gives the children the opportunity to tell in their own words about something that is important or memorable to them. It was a favorite activity with last year’s 5 and 6 year olds!

Please feel free to contact Sheryl or myself with questions or concerns about your child’s progress. We are both looking forward to a wonderful and productive year with your children.

Angelika and Sheryl

Toddler News with Mary Ann and Cynthia,

        and with Carla, Brianna and Rebecca

 As I’m sure you have noticed, the first few weeks of school can be a big adjustment for children and parents. Getting to school and saying goodbye becomes easier with time. Once the children become familiar with the teachers, the other children and the daily routine, separating will no longer be as difficult.

Being the parent of a toddler can be very challenging; it is difficult fostering independence while keeping a busy schedule. Giving your child choices (ones you are happy with) and allowing extra time for your child to do things for themselves makes the morning run smoother.

Many parents have remarked on their child’s rapid development. During the toddler stage, it is typical to see changes from one day to the next.  The Toddler program will focus on independence, language, social skills and large and small motor development. Each child will cultivate these skills according to their individual needs and interests.

Over the past few weeks the children have been becoming comfortable, exploring the classroom materials and finding activities they enjoy. At mid morning, we gather as a group to sing songs and learn each other’s names. We have been singing “Twinkle Twinkle Little Star”, “The Itsy Bitsy Spider”, ”Old McDonald” and “Head, Shoulders, Knees and Toes” just in case you are trying to understand what they are saying. The children have also enjoyed our visits on Monday from our Spanish teacher Paula, and from our music teacher, Hywel (pronounced Howell), on Friday.

Paula interacts with the children speaking in Spanish as we do our regular activities.  Hywel has them all mesmerized with his guitar playing and singing. If anyone had been crying, they stopped as soon as he began playing.  I wish he was with us the first day of school! We look forward to a school year of joyful learning and growth.

If you have any questions or concerns please let us know. It will be helpful if you inform us if your child had a sleepless night or difficult morning.

 As the weather becomes cooler please make sure your child has labeled outerwear. 


 Bienvenidos to all of the new and old Spanish students!  Classes are in full swing at all levels. We are busy reviewing vocabulary and working on projects about ourselves.  Elementary students are already starting to fill their cuadernos (note -books). They have also begun reading as well as writing practice.

 TODDLER-I visit the Toddler Class on Mondays for about half an hour.  We are in the process of learning songs en espanol and in English.  We have tried out “Twinkle, Twinkle Little Star (Estrellita Brillaras) and “Head, Shoulders, Knees and Toes “(Cabeza, Hombros, Piernas, Pies). I also have snack with them—plenty of opportunity to hear Spanish food and drink vocabulary.  I think that it is important to hear the Spanish language.  If they begin to repeat words or phrases, all the better!  The children are already beginning to become accustomed to my presence in the classroom. 

 CHILDREN’S HOUSES—Spanish for CH East is on Mondays; for CH North and CH South on Wednesdays.  We meet in small groups to practice the vocabulary of the day.  So far we have practiced our names (Me llamo________)  with a little monster project.  We have begun color vocabulary.  We strung beads of different colors, played “Basketball” with colored pom poms and matched color words to color pictures.  For our number practice, we created a fall scene using felt leaves.  The children selected number cards to place the leaves.  We matched numbers and practiced counting 1-10 en espanol.  Please be sure to check their bags. There will almost always be some Spanish practice papers for home.  Have fun!

 KINDERGARTEN—The Kindergarten students have an additional Spanish practice on Wednesday afternoons.  There are two groups which meet for about 35 minutes each.  We have created name tags with our Spanish names. We have drawn beautiful portraits for the cover of our Spanish folders.  We are practicing the vocabulary of the Children’s House classes as well as a few new words here and there!  We ended the month of septiembre with “Buenos dias and Buenas noches projects.  We used these for short conversations. We greeted each other with “Buenos dias” or “Buenas noches” and then introduced ourselves with “Me llamo” and our Spanish names. Most of the work will end up in their folders.  The folders go home at the end of the year. At times, I will send extra practice home!  Keep an eye on those school bags!

 LOWER ELEMENTARY—We are working on Halloween poems as follows:

            Cinco Calabasas---Level One

            Tumbas---Level Two

            Tres Fantasmas—Level Three

The children enjoy the challenge of memorizing short poems and creating a project to go with them.  It gives them a chance to experience the language using complete sentences or phrases.  Level One has already memorized “Cinco Calabasas”!!  We hope to present the poems to Lower El around the end of October.

The notebooks are filling up already!  We have color and number vocabulary in the “vocabulary” section of our notebooks and the poetry in the “Los demas” or “Los Cuentos” section.  The children will learn how to organize and use their notebooks as the year progresses.  They are responsible for one written assignment per week.  This practice is completed in the Lower El classroom during the course of one week.  The answers to the practice are in the notebooks, hence, they are an important part of our Spanish classes.  We are beginning to create books about ourselves in Spanish.   Written practice is important in learning the language and also provides reading practice.  Please check their bags for completed Spanish work. It’s fun to let them explain the work.  It’s a good way for you to learn Spanish as well!

 UPPER ELEMENTARY—Levels four and Five have already begun some reading and writing of stories.  Level Four—La Noche de Brujas” (Halloween) and Level Five “Jorgito” (Georgie—he’s a ghost!!).  I hope to begin reading with Level Six in several weeks.  We have a chapter book “Un Viaje a Mexico” (A Trip to Mexico); but, I am concentrating on vocabulary development a bit longer with this group.  We have organized our notebooks and spent some time in reviewing the vocabulary from last year.  Colors and numbers have found a spot in the “Vocabulario” section.  Each level is doing a project about themselves.  They get one assignment per week for Spanish to be completed in school.  This work is practice and the answers are found in their Spanish notebooks.  Learning how to use the notebook as a learning tool will be important this year.  Completed and corrected assignments are sent home. Please check their bags for this work!


 Level Two—We are beginning this year with several read-aloud stories before beginning the ones that they will read on their own.  We started the African folktale, “Buya Marries Tortoise.”  They have heard the story once and we have discussed vocabulary words. They had to draw a picture of “The Terrible Moma”, the python father in the story and write one sentence about the picture.   On the next reading, we reviewed vocabulary and answered questions about the story as we read.  The children had to create a picture of “Buya, the Most Beautiful Creature in the World” and write one sentence about their picture.  At this stage, the children are interpreting the story through art, with a few words.  It takes 3 to 4 weeks to completely cover one story!  We are in no hurry!  The children will know the story inside and out!

 Level Three—Children at this level read the stories on their own.  For the first reading, I have them follow along as I read. We discuss vocabulary.  Their assignment has to do with this reading. We began the year with the Japanese story, “The Magic Listening Cap.”  They had to write what they thought was the most surprising thing that the old man in the story learns about nature and why.  Learning to use the book as a resource is an important part of JGB.  They read the story to me during the second reading.  We then analyzed parts of the text to learn more about the characters.  Children at this level interpret through writing.  It takes practice!  We go slowly enough to thoroughly learn the story, usually 3 to 4 weeks!

ELEMENTARY ART with Christie Hester-Moore 

    Hello everyone happy autumn!  The start of the new school year is always such an exciting time; new faces, new lessons and new experiences. It was so nice to have the opportunity to meet a great many of you at the Parents’ Orientation/ Annual meeting.

     As of the writing of this newsletter I have had two classes with Upper and Lower Elementary. It was lovely catching up with our returning students as well as getting better acquainted with the students who are new to the Elementary Art program.  This year our primary focus will be exploring the seven elements of art: line, space, texture, shape, color, value and form. The students are designing a workbook that will serve as a reference for each of the art elements. As we complete different sections in these workbooks highlighting the art elements, the students will design corresponding art projects. The workbook and art projects will cross reference each as each student builds a portfolio of their work.

     I always like to start the first newsletter with a brief overview of the goals of the Art program.

·        *Provide comprehensive hands on exploration of fine art  materials and techniques.

·        *Familiarize students with basic art vocabulary and terminology.

·        *Introduce some of the artists who have made significant contributions to the art world.

·        *Explore global art and craft traditions.

·        *Encourage the use of recycled materials.

·        *Harbor an atmosphere of peace, non-judgment, acceptance and support.

     Art classes for Upper and Lower Elementary students meet every Monday and students are encouraged to dress in attire that is appropriate and conducive to creating art (in other words, dress for mess!). If you have any questions or concerns please feel free to contact me.


UPPER ELEMENTARY with Nicole and Terri

Welcome to the 2016-2017 school year of the Upper Elementary Class at PVMS!  We are off to a wonderful start in our cozy community, and everyone is adjusting so well to the various changes and the variety of work that we have begun so far this year!

The beginning of every year comes with learning opportunities that manifest simply as a result of a group of people coming together.  Gleaning how to function in a group is an important life skill, and we have done a lot of work thus far in this area. Our year began with some team building games that served multiple purposes: the children learned how important it is to listen to each other, that communication is ineffective if many voices are speaking simultaneously, and that sometimes everyone’s cooperation is necessary to reach a goal.  I learned who is willing to take a leadership role, who believes they can sway a person’s opinion through sheer volume of their suggestion, who is happy to follow, who doesn’t really know how to make their voice heard, and how much work lies ahead in teaching various problem solving, and group skills.  This year, games of this nature will be scattered about when I can find a spare moment, or in response to a current issue that is present in the class community, or following an agenda meeting.  In the end, the goal is to help the children learn how to take care of their own needs, while also taking care of others (a very challenging skill that most adults struggle with), how to communicate effectively so others are able to hear what you have to say and how to compromise effectively.  These skills take time to learn.

One thing we have added to our weekly schedule to facilitate a safe place to develop these skills is in our agenda meetings.  This concept comes from the “Positive Discipline” model as outlined in the book Positive Discipline in the Classroom, by Jane Nelson. These meetings, that happen every Wednesday afternoon after Yoga, are a safe place for the kids to bring problems that they are having difficulty in solving on their own.  Problems can be anything from “I keep losing my agenda,” to “Billy keeps taking my seat at the table.”  Problems are written down on a small piece of paper along with the date and time upon which they were written and put into the agenda meeting box that only I am permitted to open.  The earliest dated paper is pulled out and the problem is shared in the group.  The students receive about five minutes to share any feelings, associations, stories that are related to the issue.  Next, the community spends some time in trying to provide solutions to the problem.  All solutions must be: Respectful, Relevant, Realistic and Helpful.  All solutions must be actions that the person who created the paper can fulfill.  This means that if Jenny’s problem is that Billy is taking her pencils, we are providing solutions to Jenny about what SHE can do, not about what Billy should do.  Finally the child decides which of the solutions they are going to try out. This process helps to empower the children to be able to take care of their own problems without the intervention of an adult.  It provides a safe place for children to share their struggles, and an opportunity for others to sympathize, or even empathize with that child.  It is a way to build community, and learn how to talk to each other when we aren’t feeling good about something that is going on in our classroom. It is a venue in which we learn how to take care of ourselves while also taking care of others.

While this big social/emotional work is going on in the classroom, we are still finding our way through the various areas of the curriculum with some review, some re-discovery and some new skills-building. Reviews of various math skills from working with decimals to measuring the area of various polygons has been matched with algebra and learning how to use a t-square.  Reviews of sentence analysis and parts of speech have been met with new materials, familiar spelling books have been enlivened with new follow-up procedures.  The kids have met every new challenge with a positive attitude excited to see how we would proceed, working to see what would come next. Most exciting to many, has been our introductions to atoms and the states of matter.  While the older children are exploring atomic structure and molecular make-up using our atom board and molecule model kit, the younger children have been getting their hands dirty with experiments pertaining to solutions, suspensions and precipitates while learning the scientific method.  The older kids are excited to get their hands dirty as well, and they soon will!

Thank you to everyone who has extended such a warm welcome to me.  As a new member in the community, it can take some adjusting to learn about the culture that currently exists at the school.  It has been wonderful to feel accepted and appreciated by everyone here!  Thank you also to everyone who has donated time, or items to us in the elementary program.  Whether you brought in the amazing computer chairs, or delicious tea, or provided our class with the ample daily snack, we are all in gratitude of your generosity.  Thank you for taking such good care of all of us!


LOWER ELEMENTARY with Sherrell and Kim

Dear Families,

Welcome to fall! I am so happy that I have met most of you already. I think it’s important for you to see the people with whom your children spend their days, just as it’s important for us to see the families to whom they belong.

Kim and I have been getting to know the new students and each other, and we’ve been establishing the guidelines under which our new classroom community will operate. We’ve discussed the Six Pillars of Character and how we use them to help each other do their best work. We’ve also been clarifying the expectations of work – when to say we’re “done,” when to ask for a lesson, how to get help, and a multitude of other tiny pieces of our classroom puzzle.

At the end of every month, we’ll send a newsletter to you. It is our hope that it is helpful and informative, so you have a better idea of what’s happening at school. We plan to include the following sorts of information:

 -       Highlights of Montessori philosophy and materials,

-       Current and upcoming topics of study,

-       Upcoming projects and special events, and

-       Notices and reminders about needs and expectations

We are confident that we have at least one common goal: a safe, successful, and happy year full of learning and fun. To achieve this goal, we need to keep open communication between us. Please alert us to any of your concerns, questions, and kudos. We will rely on email and the plastic communication envelope to send notes, notices, and news home. Help your child remember to bring their communication envelope back and forth each day – even when it’s empty.

Math Notes

Montessori Math is the most effective (and impressive) ways to teach math to young people and adults alike. It runs simultaneously on different tracks: memorization of facts, concepts of number, computation, and application.

 Students have already had several lessons to introduce and reintroduce materials and concepts. There have been whole- and small-group lessons as well as individual, and even peer lessons.

 Many materials are old friends” – materials from Children’s House. The materials are the same, but the focus is on a higher level of understanding. Don’t be fooled into thinking, “She did that in Kindergarten, why is she doing it again?” Montessori math is a spiraling curriculum and the intention with which the materials were made is mind-boggling.  That pink tower comes back again and again, each time with nuances that meet the needs of the developing child.

 Language Notes

 I’ve administered an inventory of skills for the first-year students and another for the second and third.  This inventory helps me know which phonics, phonemic awareness, and spelling skills each student has which will help me place each one along a continuum of word study.

 Reading instruction is twofold: we are teaching all students skills for deepening comprehension and knowledge of books and reading and we are teaching small groups and individual students word attack and comprehension skills to help them understand more advanced texts.

 In the next few weeks, I will be reading with each child individually to perform the Benchmark Reading Assessment. This will help me pinpoint areas for instruction and give us a reading level between A and Z.

 The best thing you can do to support your child’s reading growth is to provide opportunities for reading. A good goal is 20 minutes a day – and it should be enjoyable for all involved.

 Cultural Studies

 We launched our cultural studies with the first Montessori Great Lesson.  This is the story of the creation of the universe told very dramatically with scientific demonstrations and artistic renderings of Big Bang Theory. 

 In the week that followed, students were able to replicate many of the demonstrations, following the directions of each experiment and making and recording their predictions, observations, and conclusions.

 This lesson begins our study of History, Geography, and Science. We will next focus on astronomy.

 Thank you!

Sherrell and Kim


Pioneer Valley Montessori School, 1524 Parker Street, Springfield, MA 01129 • 413-782-3108

Web Design by