Blog

Middle School: Week in Review

Posted on by Michelle Lamb

Hope you’ve had a great week! We had our first rainy day since school started, so we enjoyed an indoor lunch and games on Thursday. We also had our first High School visit this year. Westover School spoke to our female students about life and academics on its campus.

Here are some upcoming announcements:

  • Tuesday, 10/7: Team Building day @ The Adventure Park. 9 am-2 pm. Please sign the waiver here and pack a lunch with snacks. Closed-toed sneakers needed (no Crocs).
  • Thursday, 10/16: Catherine Violet Hubbard Stream Study & Sanctuary Visit. Permission forms will go home next week.  PLEASE read this for the attire needed for this visit.
  • SAVE THE DATE: Friday, 10/24 @ 6:30 pm: Middle School Halloween Movie Night

Science

This week, Middle School students were able to start the week working on Unit Conversions. In the science world, Unit Conversions are basic, so scientists can communicate their findings around the world. 6th and 7th graders started with unit conversions within the Imperial System, and 8th Graders started their unit conversion between Imperial and International System.

Also, this week, Middle School students were able to apply all that they have learned about the Scientific Method this year. They did their first lab called Penny Lab. In this lab, students were able to learn about a few properties of water, knowing that water is a universal solvent and is very important for life. The properties of water mentioned in this lab are cohesion, adhesion, and superficial tension. Students were able to start to write a lab report sheet, where they had to predict which side of the Penny would hold a greater number of drops of water before spilling over. All students were able to write their main question and hypothesis. To write the hypothesis, students were able to recognize the independent variable, dependent variable, and controlled variables of the Penny Lab. They also learned the difference between the Experimental group and the Control group. The recognition of these variables and groups is the core of every experiment. Students are still working on their lab report.

Math

Pre-Transition: This week, students completed their learning of Chapter 1 concepts. Students can now rewrite improper fractions as mixed numbers, write the answer to division problems as a mixed number, and understand equivalent fractions. They can also order integers, fractions, and mixed numbers from least to greatest. Students learned how to graph positive and negative integers and fractions on a number line, and can correctly interpret situations with directions and amounts that are positive, negative, or correspond to zero. This class closed out the week reviewing these foundational concepts, will continue to review on Monday, and will take the Chapter 1 Assessment on Tuesday, September 30.

Transition: This week, the Transition class continued their learning of Chapter 1 concepts. Students can now write numbers and products in scientific notation, and know about other grouping symbols in the order of operations. This class learned about the structure of the coordinate grid and how to represent data on it, and they can interpret data from a scatterplot. This class closed out the week reviewing these foundational concepts, will continue to review on Monday, and will take the Chapter 1 Assessment on Tuesday, September 30.

Algebra: This week in Algebra, students wrapped up their learning of Chapter 1. They can now use an online graphing calculator to graph ordered pairs and know how to read the graph to determine whether expressions seem to be equivalent. The class also learned to evaluate expressions involving absolute value, calculate the range and mean of a data set, and find the mean absolute deviation. The class spent the end of the week reviewing concepts from Chapter 1 as a group to ensure a solid understanding of all concepts covered, as these are foundational concepts that will recur throughout the chapter. They will take the Chapter 1 assessment on Tuesday, September 30.

Geometry: This week in Geometry, students completed learning Chapter 1 concepts. This class can now recognize and use geometric notation for one-dimensional ideas, can recognize and use undefined terms and postulates, and can find the point of intersection of two lines. This class can also determine the distance between two points on a number line, also known as betweenness. Students wrapped up the week reviewing these foundational concepts and took the Chapter 1 Assessment on Friday.

Algebra II:  Algebra II closed out on Chapter 1 concepts this week. This class can now solve and check linear equations, rewrite formulas, and solve formulas for their variables. This class can also solve equations using a Computer Algebra System (graphing calculator) to solve equations or expand expressions. The week wrapped up with learning about explicit formulas for sequences and a review of Chapter 1 concepts. This class will continue to review these foundational concepts on Monday and will take the Chapter 1 Assessment on Tuesday, September 30.

Humanities

This week, the 6th and 7th grade groups dove into their class novel, Ties That Bind, Ties That Break by Lensey Namioka. This novel follows the fall of the Qing Dynasty and movement away from traditions such as Chinese foot binding. Students were quite curious about this form of body modification and learned more about the practice and history behind it. They are relieved to know it is a thing of the past for women in East Asia. Additionally, students read Pablo Neruda’s “Ode to the Apple.” They discussed the purpose of an ode and composed their own versions using objects in and around school. This assignment builds upon the usage of figurative language and strong word choice in writing pieces.

8th-grade Humanities classes completed a variety of items this week. First, they continue to learn about Indigenous America. They focused on the value of land and stewardship by Indigenous groups. This led them to question, Who are the stewards in the US currently? What responsibilities do individuals and different groups have for maintaining land resources for the citizens of the US? For Poetry Tuesday, the class read Robert Frost’s “Mending Wall” and even listened to an audio of his recitation of the piece. While at first they weren’t sure what to make of the poem, with some guided questions, they were able to develop meaning and have a profound discussion about boundaries and borders. The 8th grade is also beginning to look at personal narrative writing. Finally, students read two essays, one from a former student and another called “A Plate of Peas” by Rick Beyer. They analyzed these for meaning, and next week will identify the qualities in the writing that worked for them.

Mrs. Wilson: Farm Animal Sounds and the Connection to Language

Posted on by Cynthia Wilson

As I mentioned in last week’s blog, we plan our monthly themes around the seasons and experiences that connect to the children’s world. This month, our focus on farm life has been a wonderful way to spark curiosity and language development. Many of the children have visited a farm, which makes the theme both relatable and exciting.

Did you know that farm animals are a fantastic way to build early language skills? Think of the sounds animals make—baaa, mooo, maaa. These playful sounds strengthen phonemic awareness, the foundation for future reading. The children are also practicing vocal imitation (an important step in speech development) and expanding their vocabulary by learning animal names, their sounds, and even their actions.

In the classroom, we’ve been using materials such as object-to-picture matching and picture-to-picture matching. These activities not only support language but also lay a strong foundation for early literacy.

We also introduced a new book to the environment that has quickly become a favorite (for me, too!). It’s called Morning on the Farm. This sweet story is sung aloud, filled with animal sounds, and gives the children a glimpse into farm life and the role of a farmer.

Food Tasting:
 This week, the children explored peppers! First, they passed around a green bell pepper, noticing its feel, weight, and smell. Then, we had a tasting of green, red, yellow, and orange pepper strips. It was a colorful—and tasty—experience!

Finally, I would like to extend a heartfelt thank you to those who were able to join us for Curriculum Night on Thursday evening. It was a joy to connect with you, share insights about our Montessori environment, and celebrate the beautiful work your children are doing each day.

Love and Light,

Cynthia and Sara

Happy Faces in Ms. Mollie’s class!

Posted on by lizettegeudes

We are very excited to share that Miss Mollie is back with us this week! She has seamlessly blended into the classroom as if she’s been here since the start of the year. Her presence has brought so much joy to our space, and it’s been wonderful to see how naturally she connects with the children.

This has truly been one of our best weeks yet — filled with smiles and very few tears. We continue to model kindness and respect within our classroom community, and we’re so proud of the children’s growth in these areas.

As Dr. Maria Montessori said, “Respect all the reasonable forms of activity in which the child engages and try to understand them.” We hold this belief at the heart of our approach — recognizing and honoring each child’s unique pace and way of engaging with the world.

A heartfelt thank you to all the parents for continuing to support our efforts — especially when it comes to encouraging respect for the environment. Simple habits like cleaning up after themselves and eating while seated at the table go a long way in creating a safe and respectful space for everyone. As we like to say, “Tummy to table — we sit while we eat!”

Thank you for your continued support!

Ms. Vicki’s Weekly Update

Posted on by Vicki Downs

The children are having such a great time now that we are really settled into routine!  We have been exploring lots of new materials in the room, participating in circle time, and running and playing outside.  We even got to stomp around in the rain this week!  A reminder that we can keep rain boots and rain jackets here if you’d like.

For food tasting this week we tried green and red grapes.  We talked about how the grapes were ovals, smooth, and a little squishy.  We cut into the grapes and looked at the inside as well.  We smelled them and enjoyed tasting the different flavors.

The children have also been helping to clean our classroom, wipe tables, and sweep up messes.

Enjoy all the pictures!

Ms. Vicki and Ms. Patty

Mrs. Sargeant: A Peek at the Week

Posted on by Christine Sargeant

As adults, we must remember that we want things done as quickly as possible so they are finished and out of the way. In contrast, the child is interested and content in the doing, not the done.” –Margaret Stephenson, The Art of Montessori in the Home.

Every Friday, we send home the folders that contain the work the children have completed over the past week. We often receive emails asking why there was so little work inside and what exactly the children are doing.

Sometimes, it can be difficult to accept the idea of focusing on the process, not the product. What exactly does that mean? Many works in the Montessori classroom do not end with a physical product that the children will bring home to share with everyone. There is often no way to visually assess what a child is learning. Overall, as a society, we are product-driven and often base our success on this factor. The experience a child has when working with the materials is truly what is most important. However, it can often be unsettling when you hear they did “nothing” day after day.

Research shows children ages three to six learn best through their hands. To truly understand a concept, they need to explore it through touch. This is why so many lessons in the Montessori environment are not based on memorization alone. Most concepts we teach involve tracing, manipulating, and exploring with their hands. Perhaps most importantly, focusing on the process protects the child’s intrinsic motivation to learn and understand. External factors such as recognition, praise, or reward do not influence it. We truly value and encourage the time and experience with the materials.

So, if your child’s folder comes home with little to no work, know that their accomplishments can’t always ‘fit’ in that folder. Maybe after weeks and weeks of trying, they learned how to zip their coat, or perhaps they can finally carry a work without it dropping. Maybe after observing a lesson day after day, your child tried it independently for the first time. The list of skills each child can accomplish will never be fully represented in the Weekly Folder. So please enjoy the work in there, but know it will never be an accurate portrayal of all the children are learning and accomplishing.

Wishing you a week filled with peace and love.

Christine, Hailey, & Julie

Mrs. Lopes: A Look at Our Week

Posted on by Amanda Lopes


As adults, we must remember that we want things done as quickly as possible so they are finished and out of the way. In contrast, the child is interested and content in the doing, not the done.” –Margaret Stephenson, The Art of Montessori in the Home.

Every Thursday, we send home the blue folders that contain the work the children have completed over the past week. We often receive emails asking why there was so little work inside and what exactly the children are doing.

Sometimes, it can be difficult to accept the idea of focusing on the process, not the product. What exactly does that mean? Many works in the Montessori classroom do not end with a physical product that the children will bring home to share with everyone. There is often no way to visually assess what a child is learning. Overall, as a society, we are product-driven and often base our success on this factor. The experience a child has when working with the materials is truly what is most important. However, it can often be unsettling when you hear they did “nothing” day after day.

Research shows children ages three to six learn best through their hands. To truly understand a concept, they need to explore it through touch. This is why so many lessons in the Montessori environment are not based on memorization alone. Most concepts we teach involve tracing, manipulating, and exploring with their hands. Perhaps most importantly, focusing on the process protects the child’s intrinsic motivation to learn and understand. External factors such as recognition, praise, or reward do not influence it. We truly value and encourage the time and experience with the materials.

So, if your child’s folder comes home with little to no work, know that their accomplishments can’t always ‘fit’ in that folder. Maybe after weeks and weeks of trying, they learned how to zip their coat, or perhaps they can finally carry a work without it dropping. Maybe after observing a lesson day after day, your child tried it independently for the first time. The list of skills each child can accomplish will never be fully represented in the Weekly Folder. So please enjoy the work in there, but know it will never be an accurate portrayal of all the children are learning and accomplishing.

Wishing you a week filled with peace and love.

Mrs. Lopes, Mrs. Hema, and Ms. Kristina

Ms. Handibode: The Blue Work Folder Isn’t Really Empty

Posted on by Michelle Handibode

As adults, we must remember that we want things done as quickly as possible so they are finished and out of the way. In contrast, the child is interested and content in the doing, not the done.” –Margaret Stephenson, The Art of Montessori in the Home.

Every Thursday, we send home the blue folders that contain the work the children have completed over the past week. We often receive emails asking why there was so little work inside and what exactly the children are doing.

Sometimes, it can be difficult to accept the idea of focusing on the process, not the product. What exactly does that mean? Many works in the Montessori classroom do not end with a physical product that the children will bring home to share with everyone. There is often no way to visually assess what a child is learning. Overall, as a society, we are product-driven and often base our success on this factor. The experience a child has when working with the materials is truly what is most important. However, it can often be unsettling when you hear they did “nothing” day after day.

Research shows children ages three to six learn best through their hands. To truly understand a concept, they need to explore it through touch. This is why so many lessons in the Montessori environment are not based on memorization alone. Most concepts we teach involve tracing, manipulating, and exploring with their hands. Perhaps most importantly, focusing on the process protects the child’s intrinsic motivation to learn and understand. External factors such as recognition, praise, or reward do not influence it. We truly value and encourage the time and experience with the materials.

So, if your child’s folder comes home with little to no work, know that their accomplishments can’t always ‘fit’ in that folder. Maybe after weeks and weeks of trying, they learned how to zipper their coat, or perhaps they can finally carry a work without it dropping. Maybe after observing a lesson day after day, your child tried it independently for the first time. The list of skills each child can accomplish will never be fully represented in the Weekly Folder. So please enjoy the work in there, but know it will never be an accurate portrayal of all the children are learning and accomplishing.

Wishing you a week filled with peace and love.

Michelle, Maria & Marisa

Lower El: Great Lessons and Key Lessons

Posted on by Carlie Taveras

Happy Fall, everyone! It was so great to connect with many families at Curriculum Night. This week was another rich week in the classroom as we shared the third Great Lesson and also began presenting some “Key Lessons.” The Great Lessons set the stage for each subject of the curriculum and spark the children’s imagination. At the same time, the Key Lessons give more detail, offer new information, and guide the children toward their own independent discoveries.

The third Great Lesson, “The Coming of Humans,” is a story meant to help the children see the special place humans hold in the story of life. It reminds them how the Earth had to be carefully prepared before humans could arrive. The seas formed, plants filled the air with oxygen, and animals created balance in the world. Each step built upon the last until the Earth was finally ready for human life. When humans finally appeared, they came with gifts no other creature before them had: the mind that can think and imagine, the hand that can work, and the heart that can love like no other. The purpose of this lesson is to highlight the role humans play in the larger story of life and to lay the foundation for the work that will grow from the Great Lessons that follow. Our hope is that the children will come away with gratitude for the gifts they possess and an understanding that each of them is part of something truly special and important.

We welcomed the autumn equinox with an introduction to our Sun and Earth work in geography. As we told the story of the equinox, the children got to see how the tilt and rotation of the Earth create the changing seasons and why day and night are equal during the equinox. This work is a Key Lesson that connects back to the Story of the Universe. The Story of the Universe is like a wheel, and the Sun and Earth work is one of the many radiating spokes that we share with the children.

We recently opened the door to the geometry curriculum with the Story of Geometry. The children enjoyed learning about how geometry got its name. This story introduced the children to the history of how humans first explored geometry. We told the story of how the ancient Egyptian rope stretchers used ropes to measure land and create boundaries each year when the Nile flooded. This story emphasizes the influence that history has had on geometry and vice versa. By having this approach, the children may become interested in geometry through history or the other way around. Through this story, children see geometry as an exciting part of human discovery and a creative way humans use their thinking minds and their working hands to solve a problem.

It is so special to share these moments of discovery with your children. It brings us such joy to witness their curiosity and sense of wonder unfold as we share these lessons and stories with them!