Students work on spelling, vocabulary, handwriting, punctuation, and reading skills. Each student has time in a small Literacy group at their level, guided by a teacher. They are met where they are and appropriately challenged and supported. Students also have choices during Literacy time: read to self, read to someone, listen to reading, work on writing, and word work. Students may publish their own writing, share it with the class as a read aloud, and place it on a Local Authors shelf in our class library.

Note: If your student has a diagnosis of dysgraphia or dyslexia, please do let us know in your application, so we can best support them. We believe in our students and in giving them an environment with appropriate supports and challenges.

Ages 6-8

The focus at this age is reading and writing. Some students may come in already reading while others will learn the foundations of reading. Everyone is met with support and challenge wherever they are. Students read books, poems, and reader’s theater. They write lists, letters, journals, and stories.

Ages 9-11

At this age, students are ready to expand their knowledge in word work, reading, and writing. Students benefit from both time for independent reading and time for learning reading skills. Students study spelling patterns, prefixes and suffixes, Greek and Latin roots, grammar, punctuation, cursive handwriting, and keyboarding. We foster an environment where students explore a wide variety of genres, fluently read fiction and non-fiction, discuss books with one another, and recite poetry from memory. Students may read books and plays aloud in reader’s theater style. They write book reviews, poems, stories, journals, and possibly plays. These older students also begin Media Literacy: how to recognize trusted websites, cross reference facts, and keep a skeptical eye on internet information.

Students use hands-on methods to learn new concepts, followed by visual representation with paper and pencil, and ultimately efficient algorithms. Our Mathematics time varies between large group work, intentional small groupings, and independent/partner work. Each student is met where they are and improves in their math skills with guided attention. We choose our curriculum intentionally, drawing upon sources like Math for Love and Marilyn Burns. Math discussions play a crucial role in our learning as students explain different ways of solving the same problem or puzzle to one another. 

Ages 6-8

Students work on addition, subtraction, and perhaps begin multiplication. They learn about fractions and shapes through hands-on experiences. They may make bar graphs of birthdays and favorite foods. They may track the daily weather and make a line graph of it. Children benefit from continuing to build with blocks, sort, measure, count, and divide using objects, Base Ten Blocks, pattern blocks, and other manipulatives. Students may also play games like Tiny Polka Dot, Making Cents, Math Fact Bingo, and more. We aim for a balance of play, creativity, logic, and fact fluency.

Ages 9-11

Students expand their knowledge of operations into multiplication, division, and PEMDAS. They learn conversions between fractions, decimals, and percentages as well as operations with these. While these students are getting older, they still benefit from learning through hands-on work and through play. Base Ten Blocks and pattern blocks become tools for learning and understanding decimals, percentages, and fractions. Solving math puzzles and playing games like Prime Climb help cement students’ knowledge of logic and math facts. We continue to aim for a balance of play, creativity, logic, and fact fluency even as the math skills become more advanced.

Students learn much about interpersonal relationships at recess. In addition to valuing outdoor and indoor recess time, we believe that recess and play are important subjects for children. A teacher is at recess, helping students in the moment with recess conflicts, and a couple days a week, the class has Recess Chat. At the beginning of the year, the teachers lead Recess Chat, and after a few weeks, two students can lead the discussion beautifully like impartial judges. The first question is, “Does anyone have a problem?” If there are no problems, the leaders ask, “Any happy things?” If there is a problem, the leaders call on a raised hand and ask for information. The student with the problem shares their story. Then the leaders ask, “Any more information?” The rest of the class provides their observations, taking turns with raised hands. Then the leaders ask, “Any solutions?” The class brainstorms possible solutions for this time and the future. The leaders then ask the student who had the problem, “Is your problem solved?” The student usually replies yes, but occasionally no. This group collaboration is very powerful.

Theme is a combination of Social Studies, Science, Literacy, and sometimes Mathematics. The year is divided into terms with different themes. Arrowleaf students may be divided into age groups for Theme such as ages 6-8 and ages 9-11. Each fall the teachers choose the Theme. The next term’s Theme is chosen by election. Students propose themes and campaign for their theme over the course of two weeks, after which the class has an election day and votes on one theme for the term. Examples include: the Methow tribe and traditions, United States geography and its regional cultures, an International Fair, social justice, environmental stewardship, identity, upstanders, time, Renaissance scientists, mapping, weather, the rainforest, geology, biomes, the human body, chemistry, and physics.

Example:

Fall Theme 6-8 Fall Theme 9-11

Methow United States

Winter Theme 6-8 Winter Theme 9-11

Student Vote Student Vote

Spring Theme 6-8 Spring Theme 9-11

Student Vote Student Vote

Our Theme often includes Science, especially ecosystems, the water cycle, photosynthesis, and geology. We hope to work with local scientists to learn about their work here in the Methow. 

Children already think like scientists in their questions and observations. We encourage them to continue doing so, emphasize collaboration among scientists, and teach about independent and dependent variables.

Each winter the school hosts a Science Fair. Students aged 10 and up may have their own experiment and posterboard. Younger students work in pairs or small groups. Students prepare for the Science Fair during school time.

Each spring, students have the opportunity to choose their own topic of study using the research skills that they have learned through Theme. Examples include: photography, black holes, writing a cookbook, sewing, owl pellets, horses. They have class time to work on these projects. The final format of their presentation may include original artwork, a Powerpoint, a song, a speech, a handmade book, or a website. It culminates with classmates’ questions and compliments. Students may offer photocopies for their classmates to take home or leave the original on the Local Authors shelf in our classroom library for a time.

The Arts

Arrowleaf students practice their crafts: drawing, painting, collage, clay, voice, percussion, theater, creative writing, and more. Teachers and guest teachers offer lessons. The arts are also woven through Theme. Older students may also learn about graphic design and composition using Canva and other computer tools, as well as photography.

Spanish

Some Spanish is taught in Morning Meeting through songs and play. Just as children learn their first language through nursery rhymes, gestures and games, elementary students can also acquire vocabulary in a second or third language the same way. 

PE, Garden & Community Service

We hope to offer this programming.

Outdoor Education

The Methow Valley is our teacher. We collaborate with local nonprofits and public lands to explore the ecology and geography of our place. In the spring, the oldest students may go on an overnight trip to an outdoor learning center.

Arrowleaf only gives students homework with deliberation and intentionality.