Poetry has quietly found its way into our classroom over the past few weeks, weaving itself naturally into the work the children are already doing. Rather than treating poetry as something separate or abstract, we have introduced it as another way to play with language, notice patterns, and express ideas. It has paired especially well with our grammar work, giving children a meaningful and creative way to explore parts of speech and sentence structure.

Our first-year students have been stepping into poetry through sound and rhythm. They have been working with rhyming words, listening closely to how language fits together, and beginning to notice patterns in words. Alongside this, they have been exploring pattern writing. In these lessons, children are given a prompt that is started for them and invited to complete it with their own thoughts, ideas, and feelings. This work supports them in finding their written voice. It helps them generate ideas, express themselves, and explore, in a very concrete way, how sentences are built. These early experiences with language are laying the foundation for children to discover their own literary and poetic voice eventually.

Second-year students have begun to look more closely at how poems are structured. They have been identifying parts of speech within poems and thinking about how words work together to create meaning. They have also worked with logical sequence, taking lines of poetry and arranging them in an order that makes sense. Rhyming continues to be explored at this level, and students have been introduced to cinquain poems, which give them a simple structure to follow while still allowing for creativity. The cinquain is a patterned poem that complements their grammar work, as it requires them to follow a clear structure while thoughtfully choosing specific parts of speech to build meaning.

In the third year, poetry has become a space for deeper self-expression and analysis. The children began with “I Am” poems, which allow students to reflect on who they are, what they feel, and what they experience, supporting both self-awareness and confidence in writing. They have also been introduced to alliteration, first by creating sentences, then by building alliteration pyramid poems. In addition, students have been analyzing poems written by famous poets, identifying parts of speech and representing them using Montessori grammar symbols. This work brings together their knowledge of grammar and their growing understanding of how language can be used intentionally and creatively.

As we move forward, the children will continue to explore poetry in a variety of ways. They will have opportunities for free writing, where they can experiment and express themselves openly, as well as structured experiences where they follow specific patterns and learn new types of poems. It has been enjoyable to watch the children engage with this work, noticing patterns, playing with words, and beginning to see language as a tool for creativity and self-expression.

Geometry work has been quietly unfolding in such a meaningful way in our classroom, with children engaging in work that meets them where they are in their development while also sparking curiosity and inviting deeper exploration.

Our first-year students recently wrapped up their study of lines by exploring the relationships between straight lines. They were introduced to convergent, divergent, and parallel lines through an impressionistic story. Rather than approaching these concepts as definitions to memorize, the children experienced them through the lens of friendship.

In the story, two friends begin far apart and move closer and closer until their paths meet, representing convergent lines. In another scenario, two friends begin side by side but slowly drift apart, illustrating divergent lines. Finally, the children explored parallel lines through the image of two friends traveling alongside one another, always the same distance apart, never meeting but continuing forward together. This storytelling approach allows children to connect imaginatively, anchoring abstract concepts in something meaningful and memorable.

Following the story, the children worked with the box of sticks, physically building and revisiting these line relationships. They also began exploring intersecting lines and were introduced to the etymology of these geometric terms. Understanding where words like “parallel” and “intersect” come from supports not only their geometry work but also their broader language development, helping them make meaningful connections across their learning.

Our second-year students have been immersed in the study of symmetry. They have been discovering how symmetry exists all around us, from patterns in nature to designs in architecture. Using the geometric cabinet, they explored various polygons and worked to identify lines of symmetry within each shape. This work naturally extended into an exploration of the alphabet, where they investigated which letters are symmetrical and which are not. It has been a thoughtful blend of observation, classification, and curiosity, as students begin to see order and pattern in the world around them.

Meanwhile, our third-year students have been deepening their understanding of polygons. They have been exploring the distinction between regular and irregular polygons and continuing to build their geometric vocabulary, identifying the parts of polygons. A major focus has been learning how to use a compass, which, as they have discovered, is a skill that requires patience, precision, and persistence. There is a strong sense of accomplishment as they begin to gain control over this tool and create accurate geometric figures.

Across all levels, geometry serves as a bridge between the concrete and the abstract. The materials give children a hands-on way to explore lines, shapes, and relationships, allowing them to build their understanding. This work speaks directly to the needs of the second plane child, who is driven by imagination, reasoning, and a deep desire to understand the “why” behind everything. Geometry invites them to explore, classify, and bring order to their environment while also engaging their growing capacity for logical thought.

As the children progress through Lower Elementary, the geometry work gradually shifts from concrete materials toward more abstract reasoning. They experience geometry as more than just shapes and lines, but a story of human discovery. It shows children that math is a human achievement, developed over time to help us understand and describe the world. In this way, geometry offers a universal language, one that connects their learning to something larger and gives deeper meaning to the work they are doing each day.

It has been wonderful to observe the children engage with this work so thoughtfully, exploring these concepts and beginning to notice them in the world around them.

This week in History, our classroom has been buzzing with curiosity as each level continues to build a deeper understanding of time, human experience, and how we study the past.

One special moment this week was the sharing of the first timeline of early humans with the entire class. This broad, visual timeline offers children their first look at the long story of humanity. Its purpose is to provide keys to understanding how early human beings met their fundamental needs and to help children recognize the remarkable cleverness of humans, even in the earliest times. We discussed how, long before modern conveniences, humans used their unique gifts, such as their hands, mind, and ability to work together, to solve problems and care for themselves and others. This introduction is designed to ignite curiosity, inspire questions, and encourage further exploration as children begin to see history as a story of innovation and adaptation.

Our first graders are continuing to develop their understanding of linear time, an essential foundation for all future history studies. By exploring the idea that time moves forward in a sequence, they are beginning to make sense of “before” and “after,” and of how events connect. To bring this concept to life in a meaningful and personal way, students have begun creating their own timelines. Each child is working on a timeline of their life, complete with photos and special details from each year. This work not only strengthens their understanding of chronological order but also helps them see themselves as part of history.

In addition, first graders were introduced to the concept of fundamental needs. We explored what humans need to stay alive, our material needs such as food, water, and shelter, as well as what we need to live a fulfilling life, our spiritual needs like culture, arts, and religion. This important work will continue as we begin to look at how humans throughout history have developed clever and innovative ways to meet these needs.

Our second graders are diving into the concept of historical time on a larger scale. They are learning about how years are labeled using BC/AD and BCE/CE, and what these designations mean. This work helps them begin to place events within a broader historical context. As they deepen this understanding, we will connect it to their study of fundamental needs by exploring how humans have met specific needs over time. For example, we will trace the history of lighting, examining how people moved from firelight to candles, to electricity, seeing how one need has been satisfied in evolving ways across history.

Our third graders have been introduced to the History Question Charts, one of the key materials in a Montessori elementary classroom. These charts open the door to rich inquiry and thoughtful exploration. They guide students to ask meaningful questions about the land, culture, daily life, and beliefs of people in the past, while hopefully igniting further curiosity and interest in exploration and research. Using these charts, students began their first historical investigation by exploring the lives of the Ancient Romans.

Across all levels, it is exciting to see students building connections between themselves and history, between human needs and innovation, and between questions and discovery.

Spring has officially sprung, and it has been such a joy welcoming the children back into the classroom. There was an immediate buzz of excitement as they reconnected with friends, shared stories from their time away, and settled back into our community with ease. We took time to ease back into our rhythm, but the children were more than ready to get back to work with a renewed sense of curiosity.

This fresh energy has carried beautifully into our cultural studies, with geography at the forefront of much of our work. We began by further exploring the composition of the Earth, reconnecting to ideas from the Story of the Universe, especially how heavier materials sink and particles settle according to their nature. These connections help the children see their learning as part of a larger, unfolding story.

As we introduce new concepts, we intentionally incorporate etymology to support the children in understanding and remembering new vocabulary. This not only strengthens their grasp of content but also helps them begin to recognize word patterns and make meaning of unfamiliar words across all areas of the curriculum.

Through storytelling, demonstrations, and impressionistic charts, the children were introduced to the main layers of the Earth: the barysphere, lithosphere, hydrosphere, and atmosphere. They explored not only what these layers are, but also their functions and relative sizes, developing an understanding of how each layer plays a role in supporting life on Earth. In particular, we discussed how the barysphere contributes to keeping us grounded, leading into a deeper exploration of gravity.

To make this concept more tangible, the children participated in hands-on demonstrations using magnets, allowing them to experience how forces can pull objects together. This helped them draw parallels to the gravitational pull of the Earth and imagine how we are held securely in place. We also examined the protective role of the atmosphere and how the Earth stays warm, using demonstrations to explore radiant and reradiated heat and how energy from the sun interacts with our planet.

While a traditional geography curriculum at this age often focuses on maps, continents, and local communities, Cosmic Education meets the developmental needs of the second plane child, who is driven by reasoning and big questions about the world. Through this work, we invite the children to explore beyond what is immediately visible, appealing to their imagination with stories, impressionistic materials, and hands-on experiences.

Rather than simply presenting facts to memorize, our goal is to spark curiosity and a sense of wonder. The children are introduced to the vast amount of work that has come before them, fostering gratitude and a deeper appreciation for the world around them. Each lesson is designed to open the door a little wider, encouraging them to ask questions, make connections, and pursue their own discoveries. Through our study of the Earth’s composition, the children are beginning to see the planet as a dynamic, interconnected system, and most importantly, they are developing a desire to keep learning more.

We are looking forward to continuing this work in the coming weeks as the children build on these ideas and follow their own questions and interests. It has been wonderful to see their curiosity come alive again after the break, and we are excited to see where their learning takes them next.

What an incredible last few weeks it has been in our classroom! Over the past several weeks, the children have been hard at work preparing their unique research projects. They showed so much dedication as they explored topics that truly interested them, spending time reading, writing, organizing their ideas, and creating beautiful displays to share.

Research Night was a wonderful celebration of all that hard work. It was amazing to see the students stand proudly beside their projects, presenting their learning with such confidence and enthusiasm. Each child became an expert on their topic and did a fantastic job sharing their knowledge and passion with families and visitors.

The energy in the room was truly inspiring. The children were so excited to talk about what they had learned, answer questions, and show off the projects they worked so carefully to create. Moments like these highlight not only their academic growth but also their confidence, curiosity, and pride in their work.

Thank you to all the families who came out to support the students. Your presence made the evening even more special and meaningful for the children. We are so proud of their dedication and accomplishments, and Research Night was a beautiful way to celebrate all they have achieved!

Wishing all of our families a wonderful Spring Break! We hope you enjoy a relaxing and fun time together and look forward to seeing everyone back soon.

This is such an exciting season in our Lower Elementary classroom as students finalize their research posters and presentation boards.

Our third-year students have officially completed their research papers, which is a major accomplishment after weeks of reading, note-taking, drafting, revising, and getting to type up their final draft. Now, they are eagerly practicing reading and presenting their work to classmates, building confidence as they prepare for their first formal oral presentation on Research Night. After families explore the fair portion in the gym, our third years will proudly share their research with third-grade families in the classroom— a meaningful milestone in their Montessori journey.

Our second-year students have also worked hard to write their own research papers, carefully handwritten from start to finish. The dedication it takes to organize their thoughts, draft, edit, and neatly publish an entire paper by hand is no small task. They have shown wonderful perseverance and pride as they prepare both their written work and their poster boards.

Meanwhile, our first-year students have been diligently assembling their poster boards, thoughtfully organizing their research into polished displays. For many, this is their first experience presenting research in this way, and their excitement is evident.

What makes this time especially meaningful in a Montessori classroom is the shared sense of purpose. Each child has chosen their own topic, yet the entire class is engaged in a collective endeavor. The room is filled with collaboration, encouragement, and curiosity as students learn from one another, offer support, and celebrate each other’s progress. It is a beautiful example of community in action, individual passions coming together in one shared, inspiring experience.

Below is the schedule for the evening:

5:30–6:15 PM | Research Fair Style
During this time, the gym will be set up as a fair-style event. Children will stand at their individual stations and share their research findings with visiting families. This is a wonderful opportunity to see their hard work and hear the children share their research findings.

6:15–6:45 PM | Third-Year Oral Presentations
From 6:15–6:45, our third-year students will present their oral presentations in the classroom. These presentations will be shared only with their own families. We have intentionally limited the audience to help ease the children into public speaking in a way that feels supportive, developmentally appropriate, and not overwhelming for our presenters.

What a full and joyful week we have had in our classroom. It was one of those weeks that truly reflected the heart of Montessori through community, leadership, independence, and celebration.

One of the highlights of our week was Moving Up Day. We had the pleasure of hosting the kindergarten children who will be joining Lower Elementary in the fall, and it was such a special milestone for everyone. Our first and second year students truly rose to the occasion. They were incredible mentors, welcoming our visitors with warmth and confidence. The children eagerly showed them around the classroom, and shared the work that they do each day. It was wonderful to see them step into leadership roles so naturally.

On that same day, our third year students visited Upper Elementary. They returned so excited after getting a glimpse into life as Upper Elementary students for the day. Their excitement and anticipation for this next chapter were so special to watch.

Our classroom has also been filled with big work as the children have continued working on their research projects. All of the children are working diligently on their final drafts, carefully revising and really striving to create their best work. It has been amazing to see how quickly their skills have grown throughout this process. As they complete their writing, they are beginning to prepare their posters or presentation boards for Research Night. There is a real sense of pride as they turn their hard work into something they can share with others. We are looking forward to having you join us on February 26th at 5:30 to see everything they have accomplished.

We had so much fun celebrating Valentine’s Day together. The children were eager to decorate their bags and had so much fun exchanging valentines with their friends. It was special to watch them practice kindness and thoughtfulness with one another. Thank you to everyone who sent in goodies for the class and for your continued support in helping us create these memorable experiences for the children.

It has been a meaningful week in our classroom, filled with growth, leadership, and joyful moments together.

We hope everyone has a wonderful, long weekend!

This past week was one of those wonderfully full weeks, the kind that feels busy in the best possible way. From student-created theater to an inspiring musical performance, our days were packed with moments that reminded us just how special community is.

We kicked things off by attending the middle school play, and what a treat it was. It was inspiring to see the culmination of so much hard work and collaboration. The students didn’t just perform, they created the entire production. From writing the script to designing and building the set, every piece reflected their creativity, dedication, and teamwork. Our lower elementary students were especially captivated, watching as the older students’ efforts came to life on stage. It was a powerful example of what can happen when ideas, effort, and collaboration come together.

Later in the week, we had the chance to attend another special performance: Isle of Skoo. This local program is designed to inspire children to be “lighthouse keepers”—to be a light in someone else’s darkness, to accept others as they are, and to embrace one another’s differences. The message was beautiful, and the delivery made it even better. The show was fun, engaging, and full of energy. Students listened to the music, danced along, and soaked in the message without even realizing how much they were learning.

We’re looking forward to celebrating Valentine’s Day with the children in the classroom on Thursday, February 12th. If your child would like to participate in exchanging Valentine’s cards, they are welcome to bring them in to share with classmates. Please note that we have 32 children in the class, and if your child chooses to exchange Valentine’s, they will need to bring one for each classmate so everyone feels included.