Upper Elementary (4th-6th)

In Montessori education, grades 4th, 5th, and 6th focus on fostering independent learning, critical thinking, and social responsibility. Students engage in hands-on, project-based activities that integrate subjects like mathematics, science, history, and language, often through interdisciplinary themes. The curriculum encourages self-directed exploration, with students taking increasing responsibility for their learning. Collaboration and communication are emphasized through group work and discussions, while opportunities for leadership, problem-solving, and creative expression are abundant. The goal is to cultivate a deep sense of curiosity, responsibility, and global awareness as students prepare for more complex academic and social challenges.

Upper Elementary Classroom Culture

The Upper Elementary learning environment continues to follow the student-centered Montessori ideal, with a dynamic learning space designed for experiential learning, collaboration, and a level of challenge that builds confidence, perseverance, and ownership of knowledge.

The challenging work of the Upper Elementary classroom does not stop with academics. The social and emotional growth of this age group is a priority. Students learn to overcome challenges with a growth mindset, understand their place and impact on the world, discover their emerging identity with self-love, build empathy, respect, compassion, and integrity.

A Typical Day in UE

Arrival and Morning Meeting

Students arrive for the day between 8:15 and 8:30 and transition smoothly into a student-led morning meeting, where each child has an assigned role: facilitator, attendance taker, planner, observer, community meeting leader, or meditation leader. The facilitator guides the meeting, encouraging participation and ensuring everyone’s voice is heard. The attendance taker checks in with classmates, fostering responsibility, while the planner helps outline the day’s activities. The observer notes group dynamics, and the community meeting leader is introduced to addresses any class-wide topics or concerns, promoting openness and teamwork for the community meeting later in the day. Finally, the meditation leader guides a brief mindfulness exercise to center the group. Together, this meeting cultivates collaboration, responsibility, and sets a positive, calm tone for the day, empowering students to take ownership of their learning environment.

Work Cycle

Upper Elementary school days are a blend of structured activities, lessons, and independent follow up work. Students may choose to work independently or, with certain work, they are allowed to work collaboratively with others. Teachers provide individual, small group, and large group lessons dependent on the curriculum, projects, and student readiness. Students keep track of their progress and manage their time throughout the week to meet deadlines. As in all of our classrooms, work happens at school. Students do not receive homework, though you may notice that some students choose to take work home with them when they have a particular interest in a topic or when they are working to master time management and make a discussion deadline that is important to them.

Snack

Snack time is thoughtfully integrated into cultural studies, giving students a hands-on, immersive experience with foods from different cultures around the world. Each week, students learn to prepare and cook a dish that reflects the traditions and flavors of a particular region or country. Through this process, they gain valuable practical life skills like following recipes, measuring ingredients, and using kitchen tools safely. These activities build their confidence and independence, equipping them with essential skills they can use outside the classroom.

Beyond practical skills, this shared cooking experience fosters social connection. Working together, students learn to collaborate, share responsibilities, and communicate effectively, all while building a supportive and inclusive community. As they enjoy the food they’ve prepared, students have the opportunity to discuss the culture it represents, share their own experiences, and listen to others’ perspectives, enriching their understanding of diversity.

This weekly practice also provides a multi-sensory cultural experience. Students use sight, smell, taste, and touch as they explore different spices, textures, and cooking methods unique to each culture. These sensory experiences deepen their appreciation and understanding of global traditions, creating a meaningful connection to people and places they may never have encountered otherwise. By engaging both their minds and senses, students develop a broader worldview and a genuine curiosity about the diversity of our world.

Lunch and Recess

Lunch and Recess are a total of one hour from 11:30 to 12:30. Students bring their own lunch and will eat together before going out to recess. The amount of time given for lunch and recess changes depending on the student needs. Students are asked to join the group for lunch for a minimum of 15 minutes and then are allowed to be dismissed for recess if ready. Some students might choose to eat for 45 minutes and join recess for 15 while others eat in 15 and play at recess for 45 minutes. This flexibility within structure helps students learn more about their personal needs and enhances their social relationships and understanding of other’s needs.

Drop Everything and Read (D.E.A.R.)

After recess, students enjoy a 45-minute period of dedicated reading time, allowing them to immerse themselves in books and develop a love for reading. On Mondays and Fridays, students are given the freedom to explore any book that piques their interest, whether it’s a novel, a non-fiction book, or even a comic, fostering a sense of autonomy and enthusiasm for diverse types of literature.

During the rest of the week, Tuesday through Thursday, the students read assigned reading books, which might align with specific themes, genres, or skills being studied in class. By balancing free-choice reading with assigned texts, students are encouraged to appreciate different literary genres while also working on comprehension, vocabulary, and analytical skills that strengthen their reading abilities. This approach creates a well-rounded reading experience, balancing personal interest with educational goals.

Afternoon Specials

In the afternoons, students engage in lessons led by a diverse array of specialists, creating a well-rounded educational experience that goes beyond traditional academics. These sessions include Art, American Sign Language, Music, Movement, and Mindfulness. When not in an afternoon lesson students are able to work on follow work from their morning lessons.

Afternoon Jobs and Recess

Each student rotates classroom responsibilities each week to help care for the environment of the classroom. Students jobs include a variety of tasks such as dishes, taking out the trash, watering plants, or vacuuming. If jobs are completed in a timely manner students are released to recess prior to dismissal.

Dismissal

Students are dismissed for the day between 3:15 and 3:30. Any after school students can be picked up between 3:30 and 5:30.