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.

Despite the snow day and extra chilly winter weather, our classroom has been full of warmth this week. With colder temperatures keeping us indoors more than we would like and specialist teachers being engaged in supporting the Middle School Immersion week, the children have experienced quite a bit of change in their typical routine. It has been impressive to observe how flexible and adaptable the children have been, as they have embraced these shifts with maturity and grace.

In the classroom, second and third graders officially kicked off their research projects. They began with important foundational lessons on note taking, paraphrasing and writing information in their own words, deciding what information is important, identifying main ideas, and planning an outline for their research papers. These skills are essential not only for this project, but for their continued growth as independent thinkers and writers.

Our first graders are eagerly awaiting their turn to begin the research process. They have been observing their older peers with curiosity and excitement, soaking in the experience and getting a preview of what lies ahead. With the second and third year children starting first, it has allowed them the time to become confident and prepared mentors who will be able to support the first year children as they begin their own research journey.

We are looking ahead with excitement to Research Night on Thursday, February 26 at 5:30 PM. We look forward to welcoming you that evening to see the children proudly showcase the hard work they have put into their projects.

Yesterday was a highlight of the week as we enjoyed a memorable trip to the Downtown Cabaret Theater for a fun mashup of Little Red Riding Hood and The Three Little Pigs. The show was interactive, lively, and all around fun! The children danced, laughed, and enjoyed their meals together as they watched the show. It was a truly special and joyful experience that we know will be remembered for a long time!

This week in Lower Elementary, our geometry work was busy and hands-on across all three year levels.

Our first years continued their study of lines, learning to distinguish between lines, rays, and line segments. They used the box of sticks as a hands-on manipulative, building and exploring each type of line in a concrete way. This work helps students move from abstract vocabulary to real understanding through movement and experimentation.

Second years focused on angles and their nomenclature using the fraction insets. They traced the different insets, identified angles as acute, obtuse, or right, and labeled the parts of each angle. This work combined careful observation with precise language as students deepened their understanding of angle relationships.

Third years began a brand new unit on polygons. They started by studying the parts of a polygon and discussing the difference between regular and irregular polygons. This foundational work will support their exploration of more complex geometric ideas in the weeks ahead.

We are also excited to welcome our newest first year, Quinn, who joined our class on Tuesday. We are so happy to have you in our community and look forward to getting to learn and grow with you!

Just a reminder that our class will be visiting the Downtown Cabaret Theater on Thursday, January 29th, to see Little Red and the Three Pigs. The theater is cabaret-style, so children will eat during the show. Please be sure to pack a picnic-style lunch and snacks for your child. We’re looking forward to a fun day!

Our language work has been especially exciting lately as students across the classroom continue to deepen their understanding of grammar in very hands-on, Montessori ways.

The third graders have officially begun their work with pronouns, and the introduction was both memorable and a little silly in the best way. The lesson was told without using any pronouns at all, relying only on children’s names. As the story unfolded, the children quickly noticed how awkward and repetitive our language sounded without words like he, she, they, and it. This intentional approach helped them truly feel the importance of pronouns, rather than simply memorizing a definition. After this introduction, students followed up with work using the Montessori Grammar Box, allowing them to identify, build, and manipulate sentences that include pronouns. This concrete practice helps solidify an abstract concept and gives students ownership over their learning.

At the same time, third graders are expanding their understanding of language through sentence analysis, with a special focus on adverbial extensions. Rather than looking at sentences word by word, students are learning to view sentences as complete thoughts—examining how details like how, when, where, and why enrich meaning. This big-picture approach supports more advanced writing and reading comprehension as students begin to see how language works together as a system.

Second graders have launched a new study of prepositions, beautifully represented in Montessori grammar as a green bridge. The bridge symbol helps children visualize how a preposition connects a noun to the rest of the sentence—just as a real bridge connects two places. Whether something is under the table or between the chairs, students are learning how these small but powerful words show relationships in space and time.

To reinforce this work, second graders are also using the Grammar Box as follow-up practice. This allows them to review all previously learned parts of speech while adding prepositions into their sentence-building work. In addition, they enjoyed using the command cards, which are movement-based cards that invite children to act out directions such as moving under, between, or around objects in the classroom. This physical experience helps students internalize the meaning of prepositions before naming or symbolizing them, making the lesson both engaging and memorable.

Our first-year students continue their important foundational work with singular and plural nouns. This is much more than simply adding an -s! Children are exploring the many rules that come with nouns, learning that some plurals change spelling entirely, some stay the same, and others follow unique patterns. Through hands-on materials and repeated practice, students are developing a strong understanding of how language can change depending on the number and meaning.

In addition to their grammar work, our first graders have been working diligently in their weekly reading groups, focusing on reading fluency, comprehension, and phonemic awareness. Through consistent repetition, guided practice, and intentional small-group instruction, students are strengthening their confidence as readers. Each child is progressing at their own pace, and it has been wonderful to see them make independent strides, whether that’s reading more smoothly, understanding texts more deeply, or recognizing sounds and patterns with greater ease. This steady, focused work lays an essential foundation for lifelong reading success.

Coming back from a holiday break is more than just reopening the classroom door, it’s about helping children find their footing again.

When we returned, we didn’t jump straight into expectations, outcomes, or academic goals. First, children need to feel safe, seen, and grounded. After time away, routines feel fuzzy, relationships need tending, and the rhythm of the classroom has to be remembered, not enforced. So we slowed down.

We focused on reconnecting and revisiting familiar routines. We shared stories, returned to known language, and leaned into the comforting rhythms of our days. These moments help children remember who they are in our classroom and how we care for one another here.

This time spent reconnecting isn’t lost learning, it’s the foundation for it. Once connection is restored, learning flows faster, deeper, and with far more joy because when children feel secure and connected, everything else follows.

And the response from the children said it all. They were genuinely happy to be back, eager to reconnect with one another and quick to settle back into familiar routines. With relationships restored and a strong sense of belonging, we’re starting 2026 grounded, connected, and ready for a year of joyful learning.

This week, our classroom was filled with warmth, connection, and meaningful moments that truly reflect the heart of our community.

We were so thrilled to welcome Maayan’s mom for a beautiful and engaging presentation on Hanukkah. She shared a thoughtfully prepared slideshow and showed the children the lighting of the candles. The experience was made even more special with homemade festive treats lovingly shared and plenty of joy as the children learned how to play dreidel together. It was such a wonderful time that brought tradition, history, and celebration to life for the children.

In the spirit of giving, the children decorated ornaments and created heartfelt cards for residents of a local nursing home. As a class, we talked about the human gifts we all carry, hearts that can love, hands that can help, and the ability to wish well for others, even for people we may never meet. This work allowed the children to put those ideas into action, transforming abstract values into meaningful experiences filled with purpose and compassion.

It was also so wonderful to see everyone come together at the Winter Celebration. The children did an incredible job performing, and we were absolutely overjoyed watching them shine. We are so proud of each and every one of them and feel incredibly grateful that they are all part of our incredible Lower Elementary community.

We are truly so grateful for the incredibly thoughtful and generous gifts, beautiful holiday cards, and heartfelt messages of gratitude we received. Our hearts are so full, thank you. Your kindness and support mean more than words can express.

All 31 of your children are such an important part of our beautiful classroom community, and we are deeply thankful for the opportunity to guide them as they learn and grow. We hope you have happy and healthy holidays and enjoy the precious gift of family time over winter break. We look forward to seeing everyone in the new year.