Lower Elementary
Islamic Arabic Immersion
6 - 9 years / Grades 1-3
The elementary-aged child wants to know everything about everything! They have a natural desire to explore, but rather than offering a collection of facts, a Montessori elementary education offers a vision of interrelated knowledge and a love of learning. This is the holistic nature of God's creation.
As in preschool, the lower elementary teacher presents the work through concrete, hands-on materials that engage the child. It is also the teacher’s role to help children develop their academic potential to the highest level possible. The prepared environment fosters peace, acceptance for others and independence in a highly motivating atmosphere. This is an extremely successful combination that prepares the child for the upper elementary classroom or any other learning situation.
Each child is provided with a work plan. The plan provides a direction for the child and allows the teacher to guide him in the concepts he needs to review or learn. This also allows the classroom to follow the Montessori curriculum while continuing to meet (and often exceed) the standards set the state. The work plan and environment may be altered based on each child’s ability to accept direction, his independence and other special needs.
For new students joining LVMS at this level, many enjoy the freedom and responsibility given in the classroom. Students learn that teachers are not the sole sources of information and that they can depend on one another as a community of learners. Students who have mastered concepts are able to teach those who may still be practicing.
The classroom is organized for the child instead of the adult. From the first day of school, the children meet and discuss guidelines for class rules. Children in the classroom have work responsibilities, help each other and allow the class to run efficiently. The teacher acts as a role model, mentor and guide. She provides lessons that capture the children’s imagination and interest. She also helps the children when conflicts arise, calls meetings to discuss problems with the class in an open forum and communicates the children’s progress to their families.
The teacher gives the children freedom and choice as they exhibit that they are ready for them. Privileges are earned independently, although all children start out with the same rights. If a particular child is unable to handle certain freedoms or responsibilities, the teacher maintains the right to help the child to be successful and safe by taking those away until the child is able to handle himself.
Each child keeps his work in his own record books, which usually are notebooks in which each subject’s work is recorded. The child’s record books and papers are stored neatly in a storage space or cubby. Although children do not have their own assigned work spots, they do have assigned areas in which to keep their belongings. Materials in the class (such as supplies) are for everyone to use and share. This allows the children the opportunity to learn how to be patient and cooperate with others.
Practical Life & Ta'dib
As with the Early Childhood environment, Practical Life reserves a vital place in the Lower Elementary community. At LVMS, this core curriculum area includes Islamic etiquette, refinement, decorum, and manners. In short, Practical Life encompasses adab/أدب. Students continue to exercise self-care, care for their environment, and concern for others.
Elementary age children are now concerned with cultivating deeper friendships, which means social skills begin to develop. As well, children begin to learn time management skills as they progress through long projects and their own individual work plans.
Islam
Each day includes sustained blocks of time for lessons in seerah (biography of the Prophet ﷺ), engaging stories about the companions, and memorization and reflection of supplications. As a class community, students and teachers pray together, with boys rotating the role of imam.
At the elementary level, children have the capacity to reflect, with ever deepening feelings, on the meanings of Islam, Iman, and Ihsan. Thus,
Alongside our history curriculum, students learn to plot key events along timelines in order to began developing a fuller, more accurate mental picture of human history.
Qur'an
Each day includes sustained blocks of time for hifdth. Each child works at his own pace, practicing memorization of the Qur'an with a knowledgeable teacher.
Arabic
We meet children where they are. The Arabic curriculum at LVMS balances phonetic awareness, vocabulary enrichment, reading, and grammar. Using Montessori methods, we design materials and lessons that build on the Arabic language skills of each child.
English
Lower Elementary English language studies include listening and speaking skills, reading skills, spelling skills, and writing skills. Reading skills comprise word study, grammar, comprehension, and research. Reading is accomplished through “Read-Alouds”, self-selection, and by assignment for group discussion work. Spelling skills include accurate spelling and punctuation. Writing skills are broken down by beginning, intermediate, and advanced skills. Literature includes beginning readers, short prose, poetry, SRA’s, Barnell-Loft, chapter books, Junior Great Books, Caldecott Books, Newberry Books, and beginning classics.
Mathematics
Lower Elementary math studies include numeration, addition, subtraction, multiplication, division, elements across operations, measurement, money, time, squaring, fractions, charts and graphs, geometry, and higher level skills.
Science
Lower Elementary science studies include zoology, botany, earth science, chemistry, physics, and scientific process and principles.
Geography
Geography studies in the Lower Elementary include the topics of physical geography, political geography, globes, flags, landforms, and functional geography.
History
Lower Elementary history studies include the concept of time, the concept of history, the fundamental needs of mankind, the study of history, and the history of life from a Qur'anic worldview.
"Integrating an Islamic worldview from the earliest years, alongside not stunting each of our children’s respective developmental potentials, are my family’s two greatest reasons for choosing LVMS. We pray LVMS will continue growing healthily to serve its part in reclaiming for Muslims their place as pioneers of education and holistic living."