Montessori Pink Reading Initial Sound Bin with Pictures
Activity 2: Initial Sound Bin with Pictures
Materials:
Pictures of objects, animals or people representing the initial sounds.
Pictures representing initial sounds may be organised into the following groupings:
1) s m t a
/s/ - snake, sailboat, saw, seven, sun, spoon, swing, sofa
/m/ - mat, map, mail, maracas, mop, mouse, milk, mango
/t/ - tag, ten, tape, tomato, tail, turtle, tiger, table
2) f n d e
/f/ - fan, fin, fish, fork, fox, finger, flower, frog
/n/ - nail, needle, nest, newspaper, nut, number, net, neck
/d/ - door, deer, desk, dinosaur, dog, doll, duck, donkey
3) c r p i
/c/ - can, cap, carrot, cat, cot, cup, cake, cow
/r/ - rabbit, rat, red, rug, rainbow, raccoon, refrigerator, racket
/p/ - pan, pot, peg, pin, pineapple, pink, pie, pup
4) h l b o
/h/ - house, hat, hand, helicopter, hen, horse. hammer, hoe
/l/ - ladder, lamp, leg, lemon, lid, lion, lips, lorry
/b/ - bun, bag, banana, bib, bud, bus, boat, bread
5) w k g u
/w/ - watermelon, watch, wig, wagon, web, window, worm, windmill
/k/ - kangaroo, keg, key, kid, kitchen, kettle, kite, koala
/g/ - gum, gas, goat, goose, gorilla, guitar, girl, gate
6) j v qu
/j/ - jam, jeep, jug, jellyfish, jacket, jar, jacks, jet
/v/ - vase. van, vacuum, violin, vest, vet, violet, vegetable
/qu/ - quail, queen, quilt, quarter
7) x y z
/x/ - xylography. xylophone
/y/ - yoyo, yam, yak, yellow, yarn
/z/ - zebra, zero, zipper, zither, zoo
Pictures are assembled by initial sounds as single picture cards or in a flip book.
Within the same grouping, the same initial sound pictures are placed together in a container.
For example, the pictures of mop, mouse, milk and mango are placed together.
Presentation 1: Vocabulary
1) Invite the child to work with the initial sound pictures in group #1: /s/
2) show the child where the initila sound pictures for /s/ are located on teh shelf.
3) Select the container with the sound pictures for /s/ and carry it to the atle or rug.
4) Place the container in the upper left of teh table or rug.
5) Remove the picturs one at a time, placing them in a horizontal row from left to right.
6) Name each picture as it is removed.
7) Proceed with the Three Period Lesson to establish the vocablury of the pictures:snake, sailboat, saw, seven, sun, spoon, swing, sofa.
Presentation 2: Initial Sounds
1) Select a picture. Name the picture (Snake). Say, “The first sound you hear when you say ’snake’ is /s/. Select anotehr picture and repeat the same procedure of naming the picture and giving the initial sound of the word. Continue in this manner with all the pcitures.
2) Select a picture and say, “with what sound does this picture begin?” Continue until teh child has voiced the initila sound of each picture.
3) Return the pictures to teh container.
4) Return the materials to the shelf.
5) Continue in this manner with the remaining initila sounds in group #1: /m/, /t/ and /a/
Presentation 3:
1) Continue with the following groupings:
Group #2: /f/, /n/, /d/ and /e/
Group #3: /c/, /r/, /p/ and /i/
Group #4: /h/, /l/, /b/ and /o/
Group #5: /w/, /k/, /g/ and /u/
Group #6: /j/, /v/, /qu/
Group #7: /x/, /y/, /z/
Language:
1) Names of pictures
2) Discussion of the pictures.
Age: 3-4 years old
Filed under Uncategorized | Comment (0)Direct Preparation for Reading
I will be posting the following activities that directly prepare children for reading over the next few days.
Actvitity 1: I Spy: initial sounds with objects
Activity 2: Sandpaper Letters
Activity 3: Initial Sounds Bin with Pictures
Activity 4: Sandpaper Letters: Initial Sounds with Pictures
Activity 5: Final sounds of objects
Activity 6: Final sounds of Picture Introduction
Activity 7: Final sounds with pictures
Activity 8: Blending sounds with objects
Activity 9: Blending sounds with pictures
Principles in using Montessori materials
“The first essential for the child’s development is concentration. …He must find out how to concentrate, and for this he needs things to concentrate upon…Indeed, it is just here that the importance of our schools really lies. They are places in which the child can find the kind of work that permits him to do this.”
Maria Montessori
The materials must correspond to the child’s inner needs, and they must be presented to the child at the right moment in his development.The right moment in development must be determined by observation and experimentation. The teacher/parent watches for the quality of concentration and for spontaneous repetition. These responses indicate the meaningfulness of the material to him at that particular moment in his growth and whether the intensity of the stimulus which that material represents for him is also matched to his internal needs.
Five other Principles in using Montessori Materials:
1. Difficulty or the error that the child is to discover and understand must be isolated in a single piece of material.
2. The materials progress from simple to more complex design and usage.
3. The materials are designed to prepare the child indirectly for future learning.This principle of indirect preparation enables the child to experience success in his endeavors much more readily and aids the development of self-confidence and initiative.
4. The materials begin as concrete expressions of an idea and gradually become more and more abstract representations.The greater a child’s absorption the more likely he is making the transition from concrete to abstract knowledge.
5. Montessori materials are designed for auto-education. The control of error lies in the materials themselves rather than in the teacher.
“ ‘Control of error’ is any kind of indicator which tells us whether we are going toward our goal, or away from it…” Maria MontessoriThe teacher/parent is never to point out an error to a child.
If the child cannot see the error for himself, it means he has not sufficiently developed to do so. In time, he will be able to see it and will correct his own errors.
“What interests the child is the sensation, not only of placing the objects, but of acquiring a new power of perception, enabling him to recognize the difference of dimension in the cylinders.” Maria Montessori
There are several basic rules in the use of the Montessori Materials:
1. Children are required to treat them with respect.
When using materials, he is to bring all the materials necessary and arrange them on a mat or rug in an organized manner. He is to return the materials to their proper place and in the same condition in which he found them.
2. The child has a right not to be interrupted while working with the materials either by another child or the teacher.
Fundamental Lessons
Introduction of new material to the child is called the Fundamental Lesson.
The purpose of this lesson is to present the child with a key to the materials and their possibilities for him…and…to enable the teacher to discover more about the child and his inner development.
The teacher uses the lesson to observe the child’s reactions, and will experiment with different approaches to him.
Maria said that in this sense, “the lesson corresponds to an experiment.”
Introducing a lesson at the right moment requires sensitivity and experience.
Maria said “In such a delicate task, a great art must suggest the moment, and limit the intervention, in order that we shall arouse no perturbation, cause no deviation, but rather that we shall help the soul which is coming into the fullness of life, and which shall live from its own forces.”
Such lessons will be given almost exclusively on an individual basis.
Maria said “The child not only needs something interesting to do, but also likes to be shown exactly how to do it. Precision is found to attract him deeply, and this it is that keeps him at work.”
Characteristics of the Fundamental Lesson are:
Precision
Orderly Presentation
Brevity
Simplicity
Objectivity
Maria said “The lesson must be presented in such a way that the personality of the teacher shall disappear. There shall remain in evidence only the object to which she wishes to call the attention of the child.”
After the Fundamental lesson has been presented, the teacher invites the child to use the material as she has done.
The teacher then stays on to observe the child’s actions. She is careful not to interfere with his liberty.
If the child shows the teacher that she has misjudged the moment of introduction, the teacher suggests they put the material away and use it another day.
If the child shows that he was ready for the presentation, then the child is allowed to continue with the activity for as long as he likes.
Maria said “This phenomenon does not always occur…In fact, repetition corresponds to a need…It is necessary to offer those exercises which correspond to the need of development felt by an organism.”
One of the main things the teacher will watch for will be the repetition of an exercise.
After repetition of an exercise, the child will begin to create new ways in which to use the materials. Often he will combine more than one exercise or different materials.
In traditional classrooms using traditional toys, the child cannot be creative because of the nature of the materials around him. In the search for something of value the child ends up taking them apart and destroying them.
Montessori materials are carefully designed and constructed with a definite purpose in mind.
Filed under About Montessori, Montessori Education | Comment (0)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
Spindle box (DIY)
DH made this “spindle box” from scrap wood. The color is a bit darker than what I preferred, but then I only have stain of this color.:-) Anyway, it has been a functional piece that very popular with children.
The popsicles sticks as “spindles”. The basket is from the dollar store, you can also reuse the baskets that have been used for gift baskets.
The lessons:
http://homepage.mac.com/montessoriworld/mwei/Math/spindbox/spinbox.html
http://www.bambini-montessori.com/exercises_mathematics.htm#spindle
Filed under Material making, Mathematics | Comment (0)Grace and courtesy exercises - Walking
Exercises of Grace and Courtesy
(2) Walking. Yes, just walking, not walking on the treadmills :-)
Materials:
Place to Walk
Child/children
Presentation:
1.Invite one or two children to come and join you.
2.Ask them to stand erect with their hands at their sides.
3.Demonstrate first by walking in a chosen direction.
4.Feet should be as quiet as possible.
5.Invite the child/children to come and walk with you or by themselves.
Variations and Extensions:
1.Walk around furniture.
2.Walk around the playground.
Points of Interest:
1.Proper posture
2.One foot in front of the other
3.Walking close without touching others
Control of Error:
1.The teacher
2.The children
3.Bumping into each other
Aims:
Poise, responsibility towards others and objects, control, coordination
Age:
2 ½ - 6 years old
Language:
Walk, balance, posture
Wrist Turning - Grater - Crumbs
Grater -Crumbs
Materials:
A tray on a shelf/table containing:
1 Small plastic grater with a drawer that catches the shavings.
1 Stale dinner roll
1 Bowl
Presentation:
1.Invite the child or group of children.
2.Go over to where the work is kept and take it to a table.
3.Take the dinner roll, and using slow and careful strokes, grate the roll.
4.Open the drawer attached to the grater and empty the crumbs into the bowl.
5.Admire work.
6.Take the crumbs to where the food preparation for the day is at.
7.Take the grater over to wash.
8.Replace the tray with the clean grater and a bowl with another stale dinner roll to its proper place.
9.Invite a child.
Variations and Extensions:
1.Different graters
2.Different food to grate
3.Use the gratings for the snack table or to prepare food
Points of Interest:
1.Seeing how long it takes to grate rolls
2.Seeing the rolls take a different shape
3.Sound of grating
Control of Error:
1.Crumbs on the tray, floor, etc.
2.You grate your finger
Aims:
Eye hand coordination, concentration, control, ability to use a grater, preparation for cutting and writing, etc.
Age:
3 and up
Language:
Rolls, grate, strokes, crumbs, etc.
PLE Wrist Turning - Lids and Jars
Lids and Jars
Materials:
1. A tray/container that holds different size lids and jars
2. Felt table mats
Presentation:
1.Invite the child or group of children.
2.Go over to where the work is kept and take it to a table.
3.Place the tray/container of lids and jars on the table and to the left.
4.Place the two felt mats to the right of the basket.
5.Pick up one jar unscrew the lid.
6.Place the jar on top of the left mat.
7.Place the lid on top of the right mat.
8.Invite the child to do the next one. Watch him/her and if he/she can do it,say –“Come and get me when you’re all through”
9.When the child comes for you and has completed removing all of the lids from the jars say – “Now, let’s put them back on.”
10. Holding a jar with one hand and the lid in the other twist the lid back on and place it in the tray/container
11. Invite the child to do the next one. Watch him/her, and if he/she can do it, say – “Come and get me when you’re all through.”
12. When the child comes for you and has replaced all of the lids on the jars, return the tray/container and felt mats to their appropriate places.
Variations and Extensions:
1.Mix lids and jars
Points of Interest:
1.One lid for every jar
2.Look inside the jars
Control of Error:
1.Lids don’t fit the jars
2.Drop lids, jars, felt mats
Aims:
Eye hand coordination, concentration, control, ability to screw lids on jars, one-to-one correspondence, etc.
Age:
2 ½ and up
Language:
Lids, jars, screwing, loose, tight, empty, etc.
