The Montessori Language Arts curriculum is designed to enhance the students’ skills in reading, comprehension, writing and speaking while providing connections with history, literature, science, mathematics, and geography.
Reading: Students increase comprehension skills through various reading activities: reading silently and aloud to peers and teachers, reading cards, reading booklets related to academic studies, and researching areas of interest.
Composition: Creative writing allows the student to express thoughts before spelling and grammar are mastered. As the student’s skills progress, sentence structure becomes more complex, spelling improves, and story-writing skills develop. Students write book reports, poetry, short research reports, and journals. They then learn to analyze sentences, build complex sentences and refine research skills. Spelling skills are incorporated in their writing assignments and improved as students’ reading skills improve.
Grammar: Students study the parts of speech and their functions using classical Montessori materials such as Grammar Boxes. Definitions and symbols are correlated with each part of speech. Grammar studies are integrated to reinforce work the child has already mastered. For example, to play the Detective Adjective game, the child must be able to identify the scalene, isosceles and equilateral triangles; and obtuse, acute and right angle.
Handwriting: Print and cursive skills are reinforced through practice, journaling and class work. Punctuation and Capitalization skills are honed.
Public Speaking: Students are given many opportunities to make presentations in front of their peers. Scripture memorization, and speeches are a regular part of the curriculum.
Emphasis is placed on the in-depth understanding of math concepts with the memorization of math facts following. Students receive individual and small group lessons and work at their own pace. The math curriculum is organized so that students can independently follow the math sequence under the teacher’s guidance. It is our goal that students will develop a strong mathematical mind.
Addition, determining common multiples & divisors, percentages, multiplication, finding the greatest common divisor, Base System Subtraction Squaring Integers Division Prime Factorization Square Roots Skip Counting Ratio/Proportion Cube Roots Memorization of Prime Factorization Estimation Math facts Decimals Word Problems Fractions Math History
Comprehensive geometry studies begin with experiences with the line and its parts and continue through studies of angles, polygons, triangles, quadrilaterals, circles area and volume. The concepts of similarity, congruency and equivalency are also studied.
Our science program was developed to provide a strong sequential curriculum from a Christian worldview. Studies include the use of lectures, discussion and experiments. Projects and research help students to understand abstract concepts as students mature. As with all subjects, science is presented from a Biblical perspective.
Day One of Creation--Physics and Energy including Matter, Time and Space, Motion, Sound, Light, Heat, Magnetism, Electricity
Day Two of Creation—Water including Oceanography, Chemistry, Meteorology/Weather
Day Three of Creation—Geology and Botany including rocks and minerals, and plants
Day Four of Creation—Space, including the Sun, Moon, Stars, and Planets
Day Five of Creation—Zoology including Marine life and birds
Day Six of Creation—Land Animals including invertebrates and the 5 classifications of vertebrates, the human body, and the scientific method
Geography studies are integrated with history and science. Students learn about many different cultures as they learn about other countries. Favorite activities include drawing maps and identifying countries, oceans, flora and fauna native to each continent.
- Major land and water forms around the world: oceans, seas, lakes, rivers, volcanoes, mountains and islands
- Physical, cultural, economic and political geography
- Flag studies
- Geology and Biomes
His Story begins with the concept of the passage of time, then the review of one’s own story. The study of the history of man begins in Genesis and is viewed chronologically rather than by culture so that it is based on time not area. Special emphasis is placed on major holiday celebrations and the cultural traditions that are practiced by various cultures.
Elementary aged children begin to learn the books of the Bible (order and divisions) as well as the history timeline of Christianity. With hands on materials they begin to learn the chronological sequence of Biblical events. They also discuss various Bible stories and have the opportunity to give oral reports on different characters from the Bible that they have researched.
A few times throughout the year students memorize passages of scripture, usually from the New International Version of the Bible.
The Montessori elementary curriculum inspires students to become independent learners who appreciate and understand their world. Integrated studies provide students with unique and age-appropriate materials that help them to become accountable for their use of time, for accuracy in their work, and to evaluate their strengths and areas of growth. Our students have individualized work plans which allow them to use time effectively and make appropriate choices. When group presentations are given to students, they are grouped by cognitive development and interests rather than age or grade. Our entire curriculum reflects a Judeo-Christian worldview and is Biblically based.
Elementary Group Enrichment and Socialization
It is critically important that children have ample opportunity to socialize with their peers in an appropriate environment. The acquisition of knowledge without opportunity to apply that knowledge is of little value. MCHNF creates a multitude of opportunities for children to interact positively in the academic environment as well as in social settings.
Multi-Age Grouping: The classroom is an open room organized into academic learning areas divided by shelving; the children are not divided by age or grade. When children need to be in groups, the groups are determined by the cognitive and emotional needs of the children. A teacher may do a group math lesson with children who are in different grades but on the same level academically in math. It is also common for children who have mastered a specific lesson present that information to other children.
Community Meals and Snacks: The children eat snack in small groups—2-3 children. During snack they have the time to discuss whatever they want. This is designed to be a social event. At lunchtime, the children work together to move the table and chairs so that they can eat “family style”. We practice Grace and Courtesy as well as social skills during lunch. In addition to rearranging the furniture, the children set the tables with cloth napkins, and arrange flowers in vases. Eating nutritious food is only a part of the goal for lunchtime. This meal is where we practice life skills and learn to live in community. Hot lunch is included in all tuition options.
Student-led Presentations: Several times a week the children gather to listen to one of their classmates give an oral presentation on a subject of interest or on a book they have read. More advanced children learn patience while politely listening to fellow students. Not so skilled presenters admire and learn from the leadership skills of their peers. The presentation may include student-produced visuals and will always allow a time when students may ask questions.
Cultural and Historical Celebrations: Throughout the year students study several different holidays and their historical background. In addition to reading books, doing research reports, and watching videos, there are opportunities to re-enact events, and celebrate with food. On occasion parents and families are invited to share in the celebration.
Geography Days: Children learn about different continents, countries, states, and cities. At least once each year, each child will do a presentation on a state or country of interest. We set aside a portion of one day for children to make their presentation, which includes a sample of the food typical of that state or country. Children are also encouraged to wear clothing typical of the state or country on which they report.
Competitions: The children are grouped by teams to compete in Spelling Bees, Geography Bees, and Bible Drills. The preparation for the competition is held for several weeks with children quizzing each other and practicing for the competition. The spirit is competitive but very respectful of each participant with each child working to do their personal best as well as to contribute to the team.
"The elementary child has reached a new level of development. Before he was interested in things: working with his hands, learning their names. Now he is interested mainly in the how and why...the problem of cause and effect."