I SPY - Initial Sounds with Objects
After all the indirect preparations through practical life and sensorial activities, we begin direct preparation of reading through a game called “I Spy”. In the Montessori classroom, miniature objects are used for this activity. For homeschooling purpose, you may use objects found around the house?Direct aim of this activity:
1) Identifying the initial sounds that words make.
2) Order, concentration, coordination, independence, and self-esteem
Indirect aim:
1) preparation for writing and reading
2) Oral awareness of initial sounds.
Control of error:
1) The adult
2) The child’s auditory sense
Materials:
Sounds may be organised in the following groupings:
Oh, they are not written on the tablets, you can use any other groupings, so long they are no two similar looking letters in the same group i.e try avoid putting ‘d’ and ‘b’ in the same group.
Objects are assemble by initial sounds in the first presentation (as examples only)1) s m t a
/s/ - sailboat, saw, spoon
/m/ - mop, map, mug
/t/- tin, television, tiger
2) f n d e
/f/- fan, fish, flower
/n/ - nine, nut, net
/d/- dog, deer, desk
3) c r p i
/c/-cat, cup, cake
/r/-rabbit, rock, rat
/p/- pan, pin, pen
4) h l b o
/h/ - hen, hat, helicopter
/l/ - lamp, lorry, lion
/b/ - bag, bib, book
5) w k g u
/w/- window, watermelon, watch
/k/-kite, koala, key
/g/- goat, gum, golf
6) j v qu
/j/-jet, jug, jam
/v/ - vase, vest, van
/qu/-quail, quilt, queen
7) x y z
/x/- xylograph, xylophone
/y/-yoyo, yarn, yam
/z/- zebra, zipper, zero
Objects are assemble by final sounds in the second presentation (as examples only)
1) s m t a
/s/ - glass, bus, dress
/m/ - gum, ham, jam
/t/- cat, hat, pot
2) f n d e
/f/- cliff, staff, puff
/n/ - bun, can, pen
/d/- bud, lid, kid
3) c r p i
/c/-arc, lilac
/r/-door, zipper, stopper
/p/- lip, map, cap
4) h l b o
/h/*
/l/ - bill, doll, sail
/b/ - bib, cob, tub
5) w k g u
/w/*
/k/- milk, book, cork
/g/- bag, peg, tag
6) j v qu
/j/*
/v/*
/qu/*
7) x y z
/x/- box, fox, tux
/y/*
/z/- buzz, jazz, fizz
*The sound does not appear at the end of English word.
Within each grouping, two different initial sound objects are placed together in a container. For example, the objects mop, map, mug, tin, television and tiger are placed together in a container. These objects are then sorted by initial sound.
The presentations:
1) Invite the child to work with the initial sound objects in group #1: /s/ and /m/
2) Show the child where the sound objects are located on the shelf
3) Select the container and carry it to the table or rug.
4) Place the container in the upper left of the table or rug.
5) Remove the objects one at a time, placing them in a horizontal row from left to right. (indirect aim: to train the eyes to track from left to right, just as in reading)
Name each object as it is removed.
6) Proceed with Three Period Lesson to establish the vocabulary of the objects.
7) Select an object. name the object(mop). Say, “The first sound you hear when you say ‘mop’ is /m/”. Select another object and repeat the same procedure of naming object and giving the initial sound of the word.
8) Say, “Hand me an object which begins with /m/”, continue with the other objects, naming the initial sound and requesting that the child respond with an action.
9) Select an object and say, ” What sound does this object begin with?” Continue until the child has made the initial sound of each object.
10) Return the objects to the container, replacing the materials in the appropriate container one at a time from left to right.
11) Return the material to the shelf.
12) Continue in this manner with the rest of the initial sounds in group #1: /s/ and /t/, /m/ and /t/ and /s/, /m/ and /t/
13) Introduce /a/
14) Blend the letters: at, mat, sat, am, Sam, TamPresentation 2:
Continue with the following groupings:
Group #2: /f/ and /n/, /f/ and /d/, /f/, /n/ and /d/. Introduce /e/
Group #3: /c/ and /r/, /c/ and /p/, /c/, /r/ and /p/. Introduce /i/
Group #4: /h/ and /l/, /h/ and /b/, /h/, /l/ and /b/. Introduce /o/
Group #5: /w/ and /k/, /w/ and /g/, /w/, /k/ and /g/. Introduce /u/
Group #6: /j/ and /v/, /j/ and /qu/, /j/, /v/ and /qu/.
Group #7: /x/ and /y/, /x/ and /z/, /x/, /y/ and /z/.
Variation:
1) Say, “I spy with my little eye an object that begins with the sound/m/
2) There are endless variation on “I spy….” At group, “I spy with my little eye a girl whose name begins with /m/”
Language:
Names of the objects
Age:
3-4 years
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