At the elementary level, children learn in mixed-aged classrooms, as they did in Montessori preschool. The "Junior Class" is designed to meet the needs of children from the ages of 6 through 9. It covers the traditional grades of first through third. The emphasis is on experience and exploration. Children in a Montessori classroom learn by doing, hence, the classroom is rich in materials and resources.

Reading                                           
A great deal of controversy surrounds the teaching of reading in the United States today. Are your children following a "whole language" approach or mastering reading with old-fashioned phonics? In a Montessori classroom, no such distinction is made. Children learn to read naturally and "organically" as reading is integrated into every facet of the classroom.

The children coming from the Montessori preschool program have a strong foundation in phonics and word-sound recognition. This base is continually strengthened through the use of beautiful alphabet books.

The double sounds are introduced to first-year students in the Junior Class. Literature that is both repetitive and predictable is read to and by the students. By the end of the first year, most students are reading and discussing books in small groups. Beginning with classics such as Frog and Toad Are Friends, the students develop a repertory of books they can call their own.

Second-year students continue their work with phonics by studying the double sounds and all their alternative spellings. The second- and third-year students continue to read and discuss books. Literature continues to be the backbone of the reading program.

The choice of reading material is determined in part by the teacher, and in part by the interests of the students. The reading material of the Junior Class is carefully integrated into all parts of the curriculum. History, science and geography are all enhanced by the addition of great children's literature. Reading is not a separate subject taught at a special time. It is an integral part of the entire classroom.

There are students who need more time to develop their reading skills. These children, too, continue through our reading program and are introduced to great literature. They read in small discussion groups. In order to assist them further, MMS does use a comprehensive reading program, The Herman Method. This program is very effective for students who need more drill and additional exposure to reading.

Grammar                                       
In the first year of the Junior Class, the student is presented with the functions of all nine parts of speech: noun, article, adjective, verb, adverb, conjunction, preposition, pronoun and interjection. The students learn the definition and etymology for each part of speech.

In the second year of the Junior Class, the student is presented with the work of the Grammar Boxes. This work reinforces the function of each part of speech. The children identify each word by the work it does in a sentence.

In the third year of the Junior Class, the student begins to look at the parts of a sentence. First we study subject and predicate and then move on, analyzing the direct and indirect objects.

Penmanship                     
A word is in order regarding handwriting. At MMS, we teach cursive and cursive alone. All preschoolers are introduced to the alphabet in cursive. This approach continues at the elementary level. There are a number of reasons for this.

First, the use of cursive handwriting avoids the possibility of reversals when forming letters. It is far more difficult to confuse cursive "b" and "d" then it is to confuse the same letters in manuscript. Special education teachers emphasize the importance of teaching cursive to any student who might have any learning difficulties at all.

Secondly, cursive is the language of adult hand-written communication. There is no need for children to learn to print and then to write in cursive. This is both an unnecessary and confusing transition.

Lastly, children do not have trouble going back and forth between the cursive that they write and the manuscript that they read. We, as parents, often assume that there will be difficulties where there are none. Only in the United States are children taught two separate systems for writing. As Montessorians, we know this is neither necessary nor desirable.

Penmanship is important and emphasized throughout the Junior Class. Children have handwriting sheets for practice. All "final" work must be completed in an acceptable manner, one that is neat and legible with letters that are formed correctly.

Mathematics                               
The child entering the Junior Classroom from the Montessori preschool has a rich background in mathematics. The first-year student continues to build on this foundation by working with the Golden Bead material. The single most important concept for a young math student to learn is the organization of the decimal system. This concept is first presented in preschool and strengthened through a variety of materials at the elementary level.

The first-year student is introduced to the concept of all of the operations of arithmetic: addition, subtraction, multiplication and division. Addition and subtraction are presented with problems that involve exchange from one mathematical hierarchy to the next. As always, the student must begin to master the math facts for both addition and subtraction.

Fractions are introduced with materials that demonstrate the concept of a fraction and fractional equivalencies. Identification of money -- coins and bills -- is part of the first-year curriculum.

The second-year student works more intensely with multiplication. With the Montessori materials within the child's reach, the principles of squaring and cubing are taught. The memorization of multiplication facts becomes an important part of the child's work. Division is taught with a number of Montessori materials. The child continues to work with three- and four-digit problems in all of the operations. The work with fractions continues as the child begins to add, subtract, multiply and divide fractions. As always, the materials lead the child to discover the "rule" that governs each mathematical principle. Equivalencies with money are studied. Weights and measures also are a part of this second-year curriculum.

The third-year student, having a firm understanding of all four operations, begins to move toward abstraction. As always, the most important part of any lesson in a Montessori classroom is the concept. The following concepts in fractions are introduced: finding common denominators, improper fractions and mixed numbers. From fractions, the student moves into work with decimal numbers.

Geometry                          
Geometry is an important part of every Montessori classroom. After all, what is geometry but the measurement of everything in our world? The first-year student in the Junior Class brings with him/her a rich experience from the preschool years. The child already has had a great deal of sensorial experience with geometric shapes. The first-year student learns to name all of the Geometric Solids and the shapes of the Geometry Cabinet. The student also works with Constructive Triangles to see how geometric forms are made. Basic geometric nomenclature is introduced.

The second-year student works through the geometric nomenclature learning the name, etymology and definition of the following basic concepts: lines, angles, figures, triangles and quadrilaterals. More important than the nomenclature is the opportunity to construct and explore these principles using the Geometry Stick Box.

The third-year student continues his/her work with nomenclature with the study of polygons and circles. Once again the emphasis is on the child's exploration. The child who discovers the significance of pi when working with circles will remember it much longer than the one who has memorized it from a book.

History                               
Maria Montessori described the child at the age of six as one who is ready to explore the universe. The subjects of history, geography and sciences give the child an opportunity to accomplish this task. In many ways, history is the core of the elementary curriculum. History is taught from the big picture to the small. The child begins with the study of the universe and ends up with the study of specific peoples and cultures.

In the first year, history lessons teach the concept of time. How can we understand history if we cannot understand the passing of time from hours to weeks to centuries and beyond? The student becomes familiar with the distinction between B.C. and A.D.

In the second year, the child studies the Fundamental Needs of People throughout time. By tracing how people have met their physical and spiritual needs, the child moves through time.

In the third year, the child begins the study of the universe -- when and how life developed on earth. The Time Line of Life is the one piece of material that ties together the child's work in history, science, geography, mathematics, etc. It is a fine example of the integrated curriculum of the Montessori classroom.

Geography                                          
Montessori children love geography. What child, who could work with such beautiful materials, wouldn't? The first-year student must show basic knowledge of the earth's physical features as they appear on a globe: land and water, the continents and the oceans. After understanding the globe, the child moves to a planisphere and once again labels the continents and oceans. He/she then proceeds to study the puzzle maps of North America, South America and Europe. Basic land forms are also studied.

The second-year student continues his/her work with the maps of the world, concentrating on Asia, Africa and Oceana, while also reviewing the other continents. Children in a Montessori classroom usually are very successful at identifying countries throughout the world; no doubt, this is due to the fact that they have "touched" the countries as they work with these maps. The land forms, which were learned during the first year, are now discovered on maps. In addition, the child practices map-making by making a map of the classroom.

The third-year student chooses a continent and does an in depth study of it: the countries, capitals, languages, economics (products), government and cultures. He/she also puts to use the knowledge of land forms by building a topographical map.

Science                             
The science emphasis for the student in the Junior Classroom is biology -- both botany and zoology. The student must become aware of the classification of all living things in order to understand his/her work with the Time Line of Life. The first-year student is introduced to the Five Kingdoms -- the most recent scientific classification system. He/she then works with the vertebrates: fish, amphibians, reptiles, birds, and mammals.

The work in botany involves the Botany Cabinet. The student learns the parts of the plant, leaf, and flower.

The second-year student continues his/her study of zoology by learning the classification system for all of the invertebrates. They continue their studies by comparing vertebrates and invertebrates.

Botany nomenclature is introduced, but the student always is working with live specimens. Roots, stems, leaves, and seeds are studied.

The third-year student understands the significance of the biological classifications as he/she works with the Time Line of Life. In addition, the student continues his/her work with the comparative study of all of the vertebrates.

Foriegn Language               
As they enter the elementary program, all students must choose to study French, Spanish, or German. Foreign language classes are held at least twice a week. The curriculum emphasizes speaking; however, written work is introduced in the second year.

Music and Art                                  
MMS has made a big commitment to the arts in its academic program. We do not see music and art as "extras," but rather as necessary and vital parts of every child's education. Music, art, dance and theater call upon the child to use academic skills (reading, math), and at the same time build these skills. We cannot imagine a world without the arts and we cannot imagine a school without them either.

All students in the Junior Classrooms have a formal art class twice weekly. They are introduced to a wide variety of media. In addition, art supplies are available in each classroom for the child who wants to use them.

All first-year students are introduced to our music program with a recorder. By playing this simple instrument, the student is able to learn whole notes, half notes, etc., and read simple music.

In the second year, the student can choose to play one of the following instruments: violin, viola, cello, or recorder. The second- and third-year students have instrumental music twice weekly and vocal music once per week. They participate in a number of musical programs.

Physical Education               
Physical Education is an important part of our curriculum. Each student is outside everyday for at least 30 minutes. Structured gym classes meet regularly. The emphasis is on building physical strength and coordination, not on competitive play.

Practical Life                        
Practical Life is one of the most important parts of the preschool curriculum. It retains its importance at the elementary level. In the Junior Class, practical life means caring for the environment completely. The students clean their rooms daily. In addition, each classroom has a number of animals and plants for which the children are responsible. Juniors also begin "going out." Field trips are a chance to begin to develop the skills that are necessary in the "real" world. One learns about museums and how to behave in a museum by visiting one. The children also attend a number of stage productions each year.