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Spoken Language

Material -The following activities are based in everyday experience. Any object or experience in the environment can potentially be a material for these activities.-Some specific materials will include:

-Quality picture books -Books of poems -A variety of pictures on the walls-Cultural artifacts -Geography Folders – Continents; Land and Water Forms

Purposes -To build confidence in language -To help the child express ideas clearly and in logical sequence-Refinement of auditory memory-Preparation for creative writing

Age 2.5 onwards-Spoken Language is offered to a child for the entire time he/she is in the CasaThe following activities parallel the activities of Enrichment of Vocabulary -All aspects should be offered throughout the day and everyday to children of all ages and experience levels

Amy White || Montessori Northwest – Course 40, 2015-20161

Conversation

The child’s ability to participate in spontaneous conversation is significant for the sensitive period for Language, the human tendency for Communication, Cultural Adaptation, and the development of Self-Confidence.

Conversation represents an essential yet natural transition from receptive to expressive language. It is a developmentally significant activity in a Montessori Casa. Freely chosen social interaction through conversation is protected as one of the liberties of the Casa – it should be honored and channeled as a purposeful activity. This is significant compared with a conventional classroom where the most experienced language practitioner – the adult – does most of the speaking, while those who need the most practice in verbal expression – the children – are often silenced.

It is important to help the children experience the purposeful differences between concentrated, individual work and social conversation.

It is important to distinguish between Conversation and the Question Game – a conversation is a mutual exchange, not an interrogation.

Limits to channel spontaneous conversation can be presented in the form of Grace and Courtesy lessons. Examples might include:

Where to Have a Conversation – such as a Conversation bench or table; or drawing chairs together and replacing them when finishedHow to Invite Someone to Have a ConversationHow to Tell When Someone is Available for a ConversationHow to End a Conversation

Possible Subjects for a Conversation – When Modeling or Facilitating Spontaneous ConversationA Familiar Story or Book A Picture in a Picture BookA Picture on the Wall A Card from a Set of Classified Picture CardsAn Object or Artifact in the EnvironmentA Picture from a Geography Folder

Student Notes In the Casa, we protect the child’s liberty to interact. All of these techniques can become a Grace & Courtesy lesson. Techniques:

o Examples for Starting a Conversation “What do you know about____?” “Did you know that…?” “You were telling me earlier/ the other day…” / “I remember…” “Have you ever…?”


“I noticed that you are…” “I heard that you…” Lead in with an experience of the senses. Commenting on appearance.

o Examples for Ending a Conversation “Thanks for having a conversation with me.” “I enjoyed talking with you.” “I’m going to do something else right now.” “I’m so glad we talked.” “Thank you for sharing that with me.”

o Examples for Inviting Children to have a Conversation Together “Would you like to find a place to have a conversation about that?” “Let’s find a place for you two can have a conversation.” “Let’s find someone who is available to have a conversation

o How to decline a conversation/encourage saving conversation for later: “I am busy with my work right now; would you like to have a conversation

about ___ at a later time?” “You can have a conversation another time.”


True Stories

Telling True Stories models how a story is structured with a beginning, middle, and an end.

Telling True Stories supports listening skills: an experience of focusing attention to listen while someone else speaks. Listening to a spoken story parallels reading another’s thoughts.

Telling True Stories supports independent creation of images in the mind as stimulated by the spoken word – this is an essential skill for both the creative imagination and the capacity to learn something new through language and through the imagination.

You can encourage and inspire children to construct and tell their own true stories – use the technique of The Question Game for this. Constructing and telling one’s own story develops naturally into the ability to write a story from your own thoughts.

Content of True Stories True Stories are typically based in reality

Stories can focus on people, events, places, or animals – and can include historical tales appropriate for First Plane Learners

Stories can be told without props

Stories can be told using a particular artifact or object in the room, such as a cultural object; a card from a classified set; a picture on the wall; a picture from a Geography Folder; etc.

A particular True Story can be repeated over time – it is easily observed that children enjoy hearing the same stories over again.

A True Story can be part of a cycle of related stories – such as a series of stories about a pet

Technique for Telling a True StoryGather a group of children, using the techniques for gathering a group; a story can be told to any number of children, according to their interest.

Assure that each child is seated so that he/she can see your face. Establish rapport.

Introduce the story

Tell the story: Stories are brief (3-7 minutes) Speak slowly and distinctly, yet naturally – to create images in the child’s mind Tell the story with expression – as a storyteller who captivates an audience.Use specific, concrete details.


Use rich vocabulary, including adjectives and adverbs, as well as relevant vocabulary, which might be unfamiliar to the children.Introduce unknown vocabulary in the meaningful context of the story but without explanation. If a child asks, explain concisely what the vocabulary means; otherwise, allow the children to absorb the vocabulary in context.

Children can be free to wander away if their interest lags – attendance is by general or specific invitation, but not compulsory: Follow Grace and Courtesy for gatherings. Model how to end a story – ending a story is often a challenge for a young child.

After telling the story, do not ask questions for comprehension: offer the story for the children to experience as they wish.

Dismiss the children, using the techniques for dismissing a group

Student Notes Five Sample True Stories:

o From Everyday Life, Without a PropToday when I woke up I decided I would like some eggs for breakfast. I went to the kitchen and I got dishes that I would need to make my eggs. I walked over to the cabinet and got down a small plate and one small bowl. Then I opened the drawer with the silverware and I got out one small fort and one larger fork. I took my bowl, my plate, and my two forks over to the counter next to the stove. I then bent down to a low cabinet and found the small frying pan. Then I got a spatula out of the pot where I keep my cooking utensils. Next I went to the refrigerator, and grabbed the stick of butter and the carton of eggs. I also took these over to the counter next to the stove. I then opened the carton of eggs and picked out two brown eggs. I cracked eat egg into my bowl. I then stat that egg shells on top of each other and threw them away in the compost bin. I then wiped butter on the skillet, and placed the skillet on the stove, and then turned down the stove. Well my skillet was heating up hey scrambled my eggs with the smaller fork. About this time the skillet was just the right temperature for my eggs. I poured my eggs out of the ball into the skillet. It made a ”sss” sizzling sound. I then rinsed out the bull and put it in to the dishwasher along with the smaller fork. And then use a spatula to push my eggs around in the skillet until they were fully cooked. And then turned off the stove, and put the eggs onto my plate. My eggs were almost ready to eat, but not quite yet. I added a little salt and a little pepper. Now I was ready to eat my eggs. I took my plate and the larger fork over to the table and sat down. As I ate I watch the city wake up through the window.

o From the Guide’s Own Experience


When I was about five years old, I started making forts. I would make them in my living room or my bedroom; and I would use large sheets, like the kind you might use to make your bed. Sometimes I would use it a lot of these blankets and sometimes I would make small fort and use just one blanket. I would usually start by getting two chairs. I would turn these chairs so the backs are facing each other. Then I would drape the blanket over the chairs. My fort was my secret hiding place. Sometimes I would bring toys into my fort and play. Other times, I would invite a friend to play with me in my fort. But my favorite thing to do was to bring books into my blanket fort, and read! The best blankets to use for a Reading Fort are light-colored blankets, so the light can still shine through a little bit. I loved my blanket forts, because they were as cozy as can be. You usually can’t make them very tall, but they were just the right height for me.

o About an Object in the EnvironmentThis is an alpaca. We know they have been around for hundreds of years, because Peru used to keep they for their fleece. They grow big, fluffy fleece. When the weather starts to get warm, the farmer might sheer the alpaca. When the fleece has been shaved off, the alpaca won’t get hot in the summer sun. Then the farmer takes the alpaca fleece and washes it. Then their hair is combed, and made into yarn. This yarn can be used to make many types of clothing, which can keep us very warm. Often, hats and scarves are made out of alpaca fleece. I’m so glad at the alpaca fleece can help keep us warm and then turn the alpaca stays cool in the summer since his fleece has been sheared.

o About a Picture Card from a Classified Set This is a cat. Sometimes cats are kept at pets. Sometimes their fur is one color. Sometimes it is lots of colors. One breed of cat doesn’t have any hair at all. Cats have ears, which they can use which they can turn halfway around like this [gesture with hands.] Cats also have eyes; they can see very well when it is dark. Cats have a nose that is better at smelling then a human’s nose; and cats have a mouth, which holds a rough tongue – it almost feels like sandpaper. Cats can make over 100 different sounds. Cats often make a purring sound. This purring sound can mean that the cat is happy; it can also mean that the cat is nervous. When the cat purrs, it usually means it once it’s on to stay nearby. It is like the cat is saying, “Don’t leave me!” Cat purrs can also make humans feel better when we might be sad or feeling a little sick. Another sound cat makes is “meow”. All kittens meow, but adult cats do not “meow” at each other. Adult cats only meow at humans; this is how they let their owner know that they need something. Cats can be good pets, and a great friend.

o About Another Place or TimeThere is a country called Ghana; it is in the continent of Africa. It is very hot in Ghana; and it is hot all year round. Donna does not have seasons like we have in Portland. However they do have what they call the dry season and the monsoon


season. This means and that it will rain for many months in a row; and then it will not rain for another many months. Half of the year it is rainy and half of the year there is very little rain. In Ghana and they grow cocoa beans that are used to make chocolate. In Ghana and there are forests with very, very tall, green trees. In the city it is a lot like Portland. There are tall buildings – there are shops, hotels, and restaurants. Out in the country houses are sometimes made of sticks and mud with only one room. In the city though, houses are very similar as to houses that we have here in Portland. The children in Ghana go to school, help their families, and like to play together.


Reading Books

Reading stories from books models that other people also tell stories. The emphasis is on a story that has been created by someone else, from someone else’s knowledge, experience, and imagination.

Reading Stories from books models how stories can be preserved through literacy (the magic of literacy): we can know someone’s thoughts or story even if that person is not present. This is an introduction to literature – it is more formal and less conversational in tone than telling a story.

Illustrations in Picture Books model how another person imagined certain parts of the story; they demonstrate how words stimulate visualization – and that different people can create different internal images based on the same words. Illustrations also present a pictorial version of the story’s logical sequence; therefore, a familiar Picture Book can be a natural bridge to the ability and confidence to read that book.

A book can be read at any time of day: avoid creating a scheduled or predictable ‘story time’ during the day. Read a book when this activity matches the observed energies and needs of the group

Criteria for BooksBooks can be Fiction or Non-Fiction

Books should be reality based, with content a First Plane child can relate to. This is flexible, according to the Guide’s knowledge of the group and the culture. Books can expand beyond a child’s own cultural experience, but avoid Fantasy subjects, Folk Tales and Fairy Tales, and morality tales – all of which are more appropriate for the Second Plane

When younger children are present, offer ‘single sitting’ books of 3 – 10 minutes

Offer longer or ‘chapter’ books for older children, and read these in sections over a number of days

When choosing books, keep in mind aesthetic considerations: choose books for the quality of the illustrations as well as the quality of the text

Technique for Reading a Story from a BookGather a group of children, using the techniques for gathering a group; a book can be read to any number of children, according to their interest.

Be sure that each child is seated so that he/she can see your face – this assures that each child will be able to see the illustrations when you show them. When reading a book it is particularly helpful if the reader is seated a little higher than the children: if they are on the floor, sit on a short stool; if they are on chairs, sit in an adult-sized chair. Establish rapport.


For the Cover, Title Page and Each Page of the book: read the text on the page first, with appropriate expression and emotion; then display the illustration – turn the book outward facing the children, slowly and steadily move the book from left to right or, alternatively, right to left to offer them a glimpse of the illustrations amongst the text

Continue for each page until the reading is complete. Do not question for comprehension. Treat unknown vocabulary as in True Stories.

Children can be free to wander away if their interest lags – attendance is by general or specific invitation, but not compulsory: Follow Grace and Courtesy for gatherings. It is not necessary to read an entire book in one sitting; if the group is disturbed by one or some members, or otherwise uninterested or distracted, bring the reading to a graceful conclusion, assuring that you will read more of the book at another time.

Books which have been read at a gathering may be placed in a designated area for children to examine quietly, according to their own interest and at their own pace – such as a Library Corner. A child who shows particular interest in the book during the reading is an ideal person to invite to take the book to the library corner.


Student Notes Normalized children walked away from fantasy books when offered real life stories. Keep in mind:

o To whom would you read this book?o When would you read a particular book? (e.g. seasonal books; related to a recent

event; etc.) List of 25 Books from the MNW collection that you enjoy; include a variety of styles

regarding presentation, text, and illustrations. Include Title, Author, Illustrator, and Publication data. *Find more books by this author.1. Alexander And The Terrible, Horrible, No Good, Very Bad Day. Judith Viorst.

Ray Cruz. 1972. Aladdin Paperbacks. New York, NY.2. And Then It’s Spring. Julie Fogliano. Erin E. Stead. 2012. Roaring Brook Press.

London.3. Animals Should Definitely Not Wear Clothing. Judi Barrett. Ron Barrett. 1970.

Little Simon. New York.4. Boot & Shoe. Marla Frazee*. 2012. Beach Lane Books. New York, NY.5. Cloud Dance. Thomas Locker. 2000. Harcourt, Inc. Orlando, FL.6. An Evening At Alfie’s. Shirley Hughes*. 1995. Red Fox. London.7. Flannel Kisses. Linda Crotta Brennan. Mari Takabayashi. 1997. Books for

Young Readers. New York, NY.


8. Harry The Dirty Dog. Gene Zion, Margaret Bloy Graham. 1956. HarperCollins Publishers. New York, NY.

9. Henry And Mudge And The Great Grandpas. Cynthia Rylant. Sucie Stevenson. 2005. Simon & Schuster Books for Young Readers. New York, NY.

10. Homer. Elisha Cooper. 2012. Greenwillow Books. New York, NY.11. How To. Julie Morstad*. 2013. Simply Read Books. Vancouver.12. I Walk And Read. Tana Hoban*. 1984. Greenwillow Books. New York, NY.13. Lifetime: The Amazing Numbers In Animal Lives. Lola M. Schaefer.

Christopher Silas Neal. 14. Like At Gymnastics. Rachel Isadora. 2014, Nancy Paulsen Books. New York,

NY.15. A Little House Birthday. Laura Ingalls Wilder*. Doris Ettlinger. 1998.

HarperCollins. New York, NY.16. Living In The Mountains (Set: 1 of 5). Allan Fowler. 2000. Children’s Press: A

Division of Grolier Publishing Co., Inc. Canada.17. Lola Loves Stories. Anna McQuinn. Rosalind Beardshaw. 2010. Charlesbridge.

Watertown, MA.18. Maple. Lori Nichols. 2014. Nancy Paulsen Books. New York, NY.19. Museum ABC. The Metropolitan Museum Of Art. 2002. Little, Brown and

Company. New York, NY.20. Only The Cat Saw. Ashley Wolff. 1985. G.P. Putnam’s Sons. New York, NY.21. Sisters. David McPhail. 1984. Harcourt, Inc. Orlando, FL.22. Snow. Uri Shulevitz. 1998. Farrar, Straus and Giroux. New York, NY.23. The Snowy Day. Ezra Jack Keats*. 1976. Puffin Books. London.24. Spring (Set: 1 of 4). Gerda Muller; 2004. Christofoor Publishers, Zeist/Floris

Books. Edinburgh. 25. Step Gently Out. Helen Frost. Rick Lieder. 2012. Candlewick. Somerville, MA.26. The Story Of An English Village. John S. Goodall. 1978. MacMillan Publishing

Company. New York, NY.27. Sunshine. Jan Ormerod. 2004. Frances Lincoln Children's Books. London.28. Tracks In The Snow. Wong Herbert Yee. 2003. Henry Holt and Co. New York,

NY.29. Up In The Garden And Down In The Dirt. Kate Messner. Christopher Silas

Neal. 2015. Chronicle Books LLC. San Francisco, CA.30. White Is The Moon. Valerie Greeley. 1991. MacMillan Publishing Company.

New York, NY.


Poetry Poetry can be recited from memory or read from a text– for young children recitation is preferable.

The criteria for Poetry are similar to those for True Stories and Books, but poetry can stretch the reality-based criteria to accommodate its lyrical imagery, imaginative language, and human appeal.

Offer poetry in the same manner as songs. Poetry is allied to song – it is lyrics and rhythm without melody. As with songs, repeat the poem over time until the children know it.

When reciting a poem, include appropriate gestures to accompany the emotional content of the poem – this is a preparation for Drama.

Include familiar nursery rhymes of the culture and finger plays, as comfortable.

Over a year, children can develop a large repertoire of memorized poems.

Technique for Reciting or Reading PoetryGather a group, using the usual techniques for gathering a group. Poetry can be presented to any number of children, according to their interest

When reciting a poem from memory: Say the Title and Author’s nameFor a short poem of 1 -2 stanzas: Recite the entire poem, then repeat Title, Author’s name and the recitation several timesFor a longer poem: Recite a logical section and repeat as above. Over time, add new sections until the poem is completeDuring repetitions, invite children to join in as they wish Continue to recite the same poem over time, until it is familiar to the children


W hen reading a poem from a book, follow the same technique as for reading a story

Student Notes

List of 10 Poems which can be memorized for recitation, with Title, Author, and complete text. Include a representative range of poems for first Plane.

Find poetry that is realistic, creates an emotional connection, and uses figurative language.


1. “Tree House” by Shel SilversteinA tree house, a free house,A secret you and me house,A high up in the leafy branchesCozy as can be house.

A street house, a neat house,Be sure and wipe your feet houseIs not my kind of house at all--Let's go live in a tree house.

2. “Afternoon On A Hill” by Edna St. Vincent MillayI will be the gladdest thing Under the sun!I will touch a hundred flowersAnd not pick one.

I will look at cliffs and cloudsWith quiet eyes,Watch the wind bow down the grass,And the grass rise.

And when lights begin to showUp from the town,I will mark which must be mine,And then start down.

3. “Bed In Summer” by Robert Louis StevensonIn winter I get up at nightAnd dress by yellow candle-light.In summer, quite the other way,I have to go to bed by day.

I have to go to bed and seeThe birds still hopping on the tree,Or hear the grown-up people's feetStill going past me in the street.

And does it not seem hard to you,When all the sky is clear and blue,And I should like so much to play,To have to go to bed by day?

4. “Who Has Seen the Wind” by Christina G. RossettiWho has seen the wind?Neither I nor you:But when the leaves hang tremblingThe wind is passing through.


Who has seen the wind?Neither you nor I:But when the trees bow down their headsThe wind is passing by.

5. “Fog” by Carl SandburgThe fog comeson little cat feet.

It sits looking over harbor and city on silent haunches and then moves on.

6. “Houseboat Mouse” by Charles SullivanMy house is a boat, my boat is a house,I live on the river,With Morris the mouse.

He moved in with me when the weather got cold(I think he’s a he –but I’m not sure how old).

I found him one morningasleep in my shoe, and let him eat breakfast with me – wouldn’t you?

He has his own plate,and a cup, but no spoon –he likes dinner at eight,half a bagel at noon.

When I go to workhe keeps watch on our things,and when I get homehow he dances and sings!

He dances on tables,he dances on deck,he dances on ice,and a neighboring wreck.

He sings to the river, the sky and the snow,and sometimes I whisperthe words that I know.

And sometimes I whisperthe words that I know,and sometimes just listento him and the snow.

7. “Snow” by Alice WilkinsThe snow fell softly all the night.It made a blanket soft and white.It covered houses, flowers, and ground.But it did not make a single sound.

8. “Enigma Sartorial” by Lucy W. RhuConsider the penguin.


He’s smart as can be–Dressed in his dinner clothesPermanently.You never can tellWhen you see him about, If he’s just coming inOr just going out!

9. “The House Cat” by Annette WynneThe house cat sitsAnd smiles and sings.He knows a lotOf secret things.

10. “Fish” by Jack PrelutskyFish have fins and fish have tails;fish have skins concealed by scales.Fish are seldom found on land; fish would rather swim than stand.

11. “The Little Turtle” Vachel LindsayThere was a little turtle.He lived in a box.He swam in a puddle.He climbed on the rocks.

He snapped at a mosquito.He snapped at a flea.He snapped at a minnow.And he snapped at me.

He caught the mosquito.He caught the flea.He caught the minnow.But he didn't catch me.

12. “Cat Kisses” Bobbi KatzSandpaper kisses on a cheek or a chin–that is the way for a day to begin!

Sandpaper kisses – a cuddle, a purr.I have an alarm clock that’s covered with fur.

List of 5 published sources for children’s poems. Include Title, Editor, and Publication data1. Animal Friends: A collection of Poems for Children. Illustrated by Michael Haque. 2007.

Henry Holt & Company. New York, NY.


2. A Child’s Garden of Verses. Robert Lewis Stevenson. 1989. Chronicle Books LLC. San Francisco, CA.

3. Imaginary Gardens: American Poetry and Art for Young People. Edited by Charles Sullivan. 1989. Harry N. Abrams, Incorporated. NY.

4. Read-Aloud Rhymes for the Very Young. Selected by Jack Prelutsky. Illustrated by Marc Brown. 1986. Random House, Inc. New York, NY.

5. Eric Carle’s Animals Animals. Eric Carle. 1989. Philmel Books. New York, NY.6. Poems to read to the very young. Selected by Josette Frank. Illustrated by Eloise Wilkin.

1982. Random House, Inc. New York, NY.

The Question Game

The Question Game focuses on a particular topic familiar to the children. It could be about an event that all of them have experienced or something they all commonly know about; it builds on information they have acquired through some common experience.

The Question Game can be played with an individual child who wants to share an experience

The Question Game offers an essential step in developing the capacity to tell a story. It can be used to assist a child in telling a True Story from his/her own experience.

There is a direct connection between daily experience with the Question Game and the children’s own written composition (Authorship). It also serves as a preparation for the activities of Reading Analysis.

The questions on Reading Analysis Chart 2 are an excellent guide for playing this game

Examples of Topics for the Question GameAn unusual event that some or all of the children shared, such as: A Fire Drill; Carpenters Working on the Deck; A Visitor to the Class; A Child Finishes the 1000 Chain for the First Time; a Birthday Celebration; An Insect Visitor; etc.

Classroom or School Routines, such as: How We Prepare for Lunch; How to Join a Group; What to Do If You’re Thirsty; etc

How a Certain Work is Done, such as: How to Wash a Table; How To Count the Thousand Chain; Ways We Can Draw Pictures; Using the Spindle Boxes; etc

How a Particular Food is Prepared: such as How to Slice a Banana; Making Biscuits; Cooking a Vegetable Stew; Making a Fruit Salad; etc.

The Origin of a Particular Object or Artifact (as previously shared)

The Plot of a Familiar Book or Story


Technique for the Question GameGather the group, using the techniques for gathering a group. The Question Game can be played with any number of children, depending upon interest. Some or most of the children need to be familiar with the topic of the game.

Indicate the topic you have in mind

Elicit the details of the topic in the manner of a reporter, such asWhat (happened)?Who (did it)?Where (did it happen)?To Whom (did it happen)?How (did it happen)?When (did it happen)?Why (did it happen)?

Repeat back each response as a full sentence, incorporating the vocabulary used by the child who answers, as well as relevant information already gathered through previous questions.

When all of the related information has been elicited, summarize the topic as a story in logical sequence. Include all of the details given by the children and incorporate the children’ own vocabulary as much as possible.


A particularly interesting story (to the children) can be written down (using a moveable alphabet and/ or handwritten). As appropriate, a handwritten version can be posted for readers.

Student Notes Start with a brief statement = “Topic sentence”

o Give us few details as possible. Play game every day with some/all of the children. Play question game the same day or the next day as the “topic event” occurred. If you see a child is the answer, then you can ask them directly.

o Do not call on a student if you know they do not know the answer. Not necessary for children to raise their hands. Limit “yes/no” questions. Be mindful of questions that could have very long answers. Keep it short.

o You will have to remember everything to create the story at the end.


Example topics:o How a food is prepared.o Can be used to question comprehension. “Do you remember that book I read…?”o Ask about that book you know you would never read in the Casa.o An unusual event that occurred recently (e.g. fire drill)

My scripted, detailed example of a question game, following the technique described above

Teacher: I notice you are wearing a scarf today. Where did you get that scarf?Student: I got it in Morocco.Teacher: You got your scarf in Morocco. Did you live in Morocco or were you visiting?Student: I was living there. Teacher: You were living in Morocco. Why were you living in Morocco? Student: For school. Teacher: You were living in Morocco for school. How long did you live in Morocco? Student: Four months. Teacher: You were in Morocco for four months. And why did you decide to buy this scarf, while you

were in Morocco? Student: I thought it was pretty. Teacher: You bought this scarf because you thought it was pretty. Is one of these colors on the scarf

your favorite color? Student: I don’t have a favorite color. I like all the colors the same. Teacher: Oh! You lived in Morocco for four months to go to school. While living in Morocco, you

bought this scarf, because you thought is was pretty. You like all of the colors on the scarf, because you don’t have just one favorite color, but you like all the colors. We just made a story. Would you like to share your story with other students?

Student: Yes. Teacher: Okay, let me know when you are ready to share this story, and I can then help you find

some other students. I’m going to leave now and do my work


Command GamesExploring Parts of Speech / Spoken Function of Words

Command Games can be played at any time with an individual child or small group (be aware of ‘turns’)

Command Games are organized according to classifications of vocabulary. They are closely allied to Enrichment of Vocabulary, and follow the pattern of the second period of a Three Period Lesson (e.g. ‘Bring Me’ Games)Command Games provide an interactive experience stimulated by known vocabulary: a range of age and experience levels in the group allows more flexibility for the vocabulary used. Tailor individual commands to the experience level of the particular child who will perform it – by observing the actions of the child as he/she carries out the command, less experienced children absorb or confirm new or insecure vocabulary.

If a child shows he/she is not able to carry out the command, give appropriate support. This can include inviting another child to demonstrate or assist; or demonstrating / assisting yourself.

Command Games assist children in solidifying new vocabulary and provide oral preparation for the written activities of ‘Function of Words’; they can follow the sequence of individual Function of Words presentations.

By their nature, Command Games provide an exploration of actions: verbs Actions can affect objects: nounsNouns can be general: indefinite article ‘a’, ‘an’; or specific: definite article ‘the’Nouns can be modified: adjectivesActions can be modified: adverbsCommands can include multiple actions for one child or multiple objects: conjunction ‘and’Commands can specify where objects are: prepositions

Command Games are psychologically challenging for the teacher – it is important that the commands are followed accurately, and inaccurate impressions must be clarified. The non-judgmental nature of the Absorbent Mind allow children to be grateful for the clarification, as long as the emotional tone remains positive (authoritative interaction style). This friendliness with error is assisted when the teacher remembers the playful nature of children’s spontaneous games as well as the fact that children’s games always have rules that must be followed accurately.

Technique for Command GamesPlan a classification of vocabulary and a target part of speech

Gather the group, using the techniques for gathering a group. Be aware of interest and experience levels.

Introduce the Game: “I’m going to say something that someone can do; if you hear your name, you can do it!” Always say the target child’s name after the command.

Give an experience-level command (based in your planned classification and part(s) of speech) to the most experienced / reliable child in the group (particularly important when children are new to these Games); observe with the other children as the child acts out the


command and ‘gossip’ as appropriate.

Repeat for each child, in random order; vary the complexity of each command to match each child’s interest and capacities. More experienced children can also be offered double and triple commands.

When the child completes the command, confirm what he/she did in a neutral tone as a declarative statement – this naturally confirms verb tense. Confirming what the child actually did is particularly important when the child’s action does not match the command – do not correct the child but use true and brief language, without judgment.

If a child is unable to carry out the command, invite a more experienced child to help or demonstrate.

Continue as long as time and interest allow. Dismiss the children, using the techniques for dismissing a group.

Option: when a child completes a command, ask “What did you do?” This strengthens auditory memory and offers an opportunity for expressive language.

Variation: Organize the game so that all children perform the same command at the same time – for example, focusing on actions in relation to parts of the body

Student NotesFive commands in a classification for each of the seven parts of speech noted above

By their nature, Command Games provide an exploration of actions: verbs 1. Jump2. Kick3. Stand up4. Sit down5. Spin

6. Hop7. Scoot 8. Tiptoe9. Leap10. Stomp

Actions can affect objects: nouns1. Swing your arms2. Wipe your feet3. Shake your hair

4. Wave your elbow5. Tap your heels together6. Blink your eyes

Nouns can be general: indefinite article ‘a’, ‘an’; or specific: definite article ‘the’1. Touch the plant2. Wipe the table3. Push the chair

4. Unroll a mat5. Roll the mat6. Whisper to the wall

Nouns can be modified: adjectives1. Make a scary face2. Make a big boom3. Make a calm noise

4. Do a clumsy walk5. Find a bumpy object6. Touch a beautiful flower


Actions can be modified: adverbs1. Talk slowly2. Tiptoe quickly3. Cry dramatically4. Leap excitedly

5. Shake wildly6. Lick your lips hungrily7. Tap your fingers mysteriously8. Clap your hands lazily

Commands can include multiple actions for one child or multiple objects: conjunction ‘and’1. Lie down & snore2. Walk & sing a song3. Close your eyes & hum4. Stand & snap your fingers5. Sit down & stomp your feet6. Smile & clap your hands

7. Bend & squeak8. Shrug & sigh9. Spin & laugh10. Skip & “sing underwater” (bouncing finger off lip vertically)11. March & whistle

Commands can specify where objects are: prepositions

1. Place the rug under the table2. Place your hand behind the curtain

3. Put the hippo in a box4. Put a pen near an eraser5. Put the paper at your feet


Enrichment of Vocabulary

Material -All Objects in the Environment-The Sensorial Materials-Sets of Classified Picture Cards

Purposes -To enlarge the child’s vocabulary -To help his classification of the environment-To build self-confidence in language-Refinement of auditory memory-Preparation for reading, writing, and further studies

Age 2.5 onwards:-Enrichment of Vocabulary is offered to a child for the entire time he/she is in the

Casa*Continue to provide new levels

-All aspects of Enrichment of Vocabulary should be offered throughout the day and everyday to children of all ages and experience levels

*Child needs experience with the vocabulary. Experience precedes language.

Insatiable at this age is the child’s thirst for words and inexhaustible his capacity for learning them.

The Absorbent Mind p. 175

Classifications

Classification: The process by which a number of persons or things are regarded as forming a group by reason of common attributes, characteristics, qualities, or traits

We recognize patterns that split things up into two or more groups in a particular way. Among the words used to refer to the things picked out by patterns are property, category, type…. Other words denote the properties picked out by fairly specific kinds of pattern, such as flavor, color, race, and size. … the cognitive requirement for acquiring types is the ability to recognize similarities and differences: to realize that some things are similar – they are of the same type – and that other things are different – they are not of the same type.

Keith Devlin The Math Gene: How Mathematical Thinking Evolved and Why Numbers are like Gossipp. 196-197 (Following Derek Bickerton)

The ability to create classifications of objects and experiences is part of our intelligence – it is basic to how our minds work through recognition of patterns. This is a very useful cognitive ability. We see it as grounded in our Human Tendency for Order. In the First Plane, the Sensitive Period for


Order is also a powerful support. Identification or creation of classifications is an expression of the Mathematical Mind at work.

Humans naturally create classifications in their minds. Words identify classifications which have already been created in the mind – summarizing all of the individual elements that belong to that classification. This process is actively engaged from birth. There is constant evidence of it in both the receptive and expressive language development of infants and young children.

Glimpses of this process of classification often come when a child makes a linguistic ‘mistake’. For example, a young child has an experience of chickens and knows the word “chicken”; the child sees a duck for the first time; the child identifies the duck as a “chicken” – the child recognizes the similarities between a duck and a chicken and assigns the one known word that summarizes those characteristics: all creatures with the characteristics of birds are temporarily assigned the identifier “chicken”. Signing children also give evidence of this process of classification. For example, a child knows signs for guitar and baby; the child sees a mandolin for the first time and identifies it by combining the two signs (or classifications, naming it “baby guitar”. (Signing apes do the same.)

Three Period Lesson

Montessori adopted Seguin’s lesson in three parts as an optimal technique for sharing new vocabulary with young children. This is known as the Three Period Lesson. As indicated by its name, there are three stages to the lesson. The First Period can be characterized as "Naming"; the Second Period, as "Recognition"; and the Third Period, as "Pronunciation of the Word" (as described by Standing, p. 307). Montessori's descriptions of the three periods are found in The Discovery of the Child ‘The Technique of Lessons’. We will use this technique throughout the environment, any time we wish to introduce new specific vocabulary to a child. The success of the lesson is greatly enhanced by organizing new vocabulary by classifications. The basic technique is as follows:

1st Period: Naming / Association of the Object with The NameChoose three objects in a classification. Isolate the objects in front of the child. Name each object, with a minimum of vocabulary; pronounce the words clearly and distinctly. Indicate each object as it is named. Use Declarative Sentences:

"This is …." "This is …." "This is …."

2nd Period: Recognition of the Object Corresponding to the NameCreate opportunities for the child to interact with the objects while the Guide repeats the names, thereby connecting each object accurately with its name. Use Imperative Sentences (commands may be repeated):

"Point to …." "Pick up …." "Find …." "Hold your hand over …" "Show me …." "Put … here (indicate where)." "Show me …." "Put … in my hand." "Put … here (indicate where)." "Lift …." "Place … here." "Look at …" (Etc.)

Periodically, ask the child to close his/her eyes and rearrange the objects; invite the child to open eyes and continue with the game. This is the longest period of the lesson, and lasts until


you observe confidence in the child's responses, indicating that the recognition of the object corresponding to the name is consistently accurate.

3rd Period: Pronouncing the Word / Remembering the Name Corresponding to the Object As needed, re-arrange the objects so as to again isolate them directly in front of the child; this can occur after asking the child to close eyes. Indicate each obejct, one at a time, and prompt the child to say its name. Use Interrogative Sentences:

"What is this?" "What is this?" "What is this?"

If the child is not successful at naming the objects, return to the First Period and repeat the lesson.

1. If the child shows interest, repeat for three additional objects in the same classification. A helpful limit is no more than six new pieces of vocabulary in one sitting (two distinct lessons).

2. A formal Three Period Lesson can be preceded by a conversation which orients the child to the classification and the specific objects for the particular lesson.

Third Period ReviewsFor objects in a large classification, offer a periodic Third Period Review. This indicates which vocabulary has entered long-term memory storage and which are still insecure. Incorporate insecure vocabulary into new Three Period Lessons. A Third Period Review is an excellent way to identify objects for a particular lesson.

Objects in the Environment

The children should know the names of every object in the environment. Names that a child does not know from everyday experience are given through Three Period Lessons. Classifications of objects can be general – such as Parts of the Room; or very specific – such as Parts of a Door.

Student Notes Scripted example of a Three Period Lesson for three objects in a classification.

Gather three objects in classification, such as: pencil, paper, and eraser. Take over to a table or mat; bring a stool if at a table. Set objects down on a cleared area.Teacher: “This is a pencil. This is a paper. This is an eraser. Touch the pencil.”Student: Touches the pencil.Teacher: “Tap the eraser.”Student: Taps the eraser.Teacher: “Pick up the paper.”Student: Picks up the paper.


Teacher: “Close your eyes.” Moves objects. “Open your eyes.” Repeat with different verbs modifying the objects; switch up order. “Pick up the eraser.”Student: hesitates.Teacher: “Close your eyes.” Moves objects. “Open your eyes. “This is a pencil. This is a paper. This is an eraser. Hand me the eraser.”Student: Hands teacher the eraser.Teacher: Repeat with different verbs modifying the objects; switch up order. “What is this?”Student: “A pencil.”Teacher: “What is this?”Student: “A paper.”Teacher: “What is this?”Student: “An eraser.”Teacher: Thank you for playing with me. Do you remember where these objects belong? (Student nods.) You can put them back where they go. If you forget where they go, I can help you remember.

List of 10 examples of classifications1. Containers – box, basket, tray, jar, vase, cup2. Cleaning Tools – sponge, mop, broom, dustpan, cloth, dust brush3. Brushes – hairbrush, toothbrush, scrub brush, paintbrush, nailbrush, filigree brush4. Parts of the Room – wall, window, ceiling, baseboard, floor, door5. Shapes – triangle, square, hexagon, pentagon, octagon6. Dishes – bowl, plate, glass, fork, knife, spoon, mug7. Furniture – sofa, chair, table, lamp, bed, dresser8. Clothing – pants, shorts, shirt, shoes, scarf, jacket9. Parts of a Flower – stem, petals, leaves, roots, pistil, stamen10. Outdoor environment – sidewalk, fence, lamppost, lawn, road11. Instruments – piano, guitar, drums, clarinet, trumpet12. Pets – cat, dog, hamster, snake, lizard, hermit crab, bunny13. Fruits – mango, kiwi, quince, apple, banana, orange

Sensorial Vocabulary (Language of the Sensorial Materials) Dictated Note

Use Three Period Lessons to give the language of the sensorial materials. This language is found in the sensorial album. Sensorial language includes adjectives, which describe the quality of objects: geometric language – the language of shapes; botanical language – the language of plants; geographical language – the language of geography.

Picture Cards

Sets of Classified Picture Cards provide opportunities to offer vocabulary for objects not readily available or practical to provide in the Children’s House. These Picture Cards are typically hand-made by the Guide according to specific criteria. Exact duplicates of these sets can reappear in


Reading Classification as Three Part Cards and as Definitions in Three Parts.

Student Notes Criteria for Picture Cards

o Size: “just right” for little handso Object is clearly focus of pictureo All cards in a set have the same back image – unifies the seto Container associated with classificationo Pictures only; no wordso Same style of imageo Images are “proportional” to real lifeo Whole object showno Variety (8-15 cards/set) Variety within classificationo Classifications: “parts of”; “types of”; objects/places; names

General Specific Cultural subjects

Music Art Zoology Botany Geography Time/History

o Sample the world – don’t need every existing classification o Familiar Newo Cards follow interests – start with your own

Other Activities with Picture Cardso True storyo Conversationo Question Gameo Song

o Poemo 3rd Period Reviewso Readingo Writing

List of 10 examples of Picture Card Sets1. Doctor Tools2. Dog Breeds3. Great Monuments of the

World4. Cars5. Cookware6. Pars of a Spider

7. Parts of a Flower8. Firefighter Equipment 9. Pets10. Vertebrates; Invertebrates;

Fish; Birds; Insects; Reptiles; Mammals

Oral Game with Classifications


This Game parallels the Third Period of a Three Period Lesson. In order to play, children must know the vocabulary in a designated classification: children draw upon memory to retrieve information without any visual or material clues, using only the name of the classification. This game can be played with any number of children – from one child to the entire group. As with all games, it works best with a group of children of mixed age and experience levels. This game summons vocabulary, which is stored in long-term memory, helps children become aware of their own knowledge, and stimulates the progression from receptive to expressive language. As such, it is an essential link to Authorship (Moveable Alphabet work and Composition).

Use general classifications for younger children (such as ‘animals we keep as pets’); and more specialized classifications for older children (such as ‘mammals of Africa’).

Technique for the Oral Game with ClassificationsGather a group of children, using the techniques for gathering a group; the game can be played with any number of children, according to their interest.

Introduce/review the process of the game, as in: ‘Let’s play a game just in our minds’.

Suggest a familiar classification and invite the children to offer names of items in that classification. Children can volunteer a name at random, without taking specific ‘turns’. Affirm the vocabulary as it is offered.

Encourage children to name something that hasn’t been already mentioned.

Use the same guidelines as in Command Games to affirm accuracy within the designated classification.


Student Notes List of 10 examples of classifications

1. Fruits2. Vegetables3. Plants in the garden we can/can’t eat4. Animals we keep as pets5. Names of children in our group6. Shapes in the geometry cabinet7. Ways we move on land/water8. Modern musical instruments9. Animals that live in the ocean/all 7 continents/on the farm10. Paintings by Vincent Van Gogh


The Sound Game

Material A variety of known objects whose names contain all of the sounds of the languageSee: Key Sounds in American English

Note: This material is not left on the shelf

The child practices with any objects in the environment

Purposes -To help the child become aware of the sounds (phonemes) used in speech-To assist the child’s exploration of words for their component sounds-To assist articulation and pronunciation-Preparation for writing

Age 2.5 onwardsThis game is played with all children when they enter the Casa, no matter their age

PresentationChoose a set of familiar objects. The names of the objects should include a variety of sounds and can be of varied lengths. For Levels 2, 3, and 4: some objects should begin with the same sound but end with different sounds. Over a period of time include all of the phonemes of the language. In English, this includes phonemes that are represented by digraphs (Phonograms). See ‘Key Sounds in American English’ for clarification

Gather a small group of children at various levels, using the techniques for gathering a group

Orient to the objects: use a Third Period Review to agree on the names for this game

Choosing one object at a time, question for its name based upon the component sounds of the word. The phrasing can include: "I see something …” or "I'm thinking of something …”, followed by “What is it, (child’s name)?”

There are four levels of questioning, based upon the developmental skills of each child:

Level 1: Focus on Initial Sounds The object is held in the hand, placed on the rug or table, or left in the tray. Use the initial sound only: “I see/I’m thinking of something in my hand / on the rug / in the tray that starts with (sound). What is it, (child’s name)?”

Level 2: Focus on Initial and Final SoundsTwo objects with the same initial sound are placed on the rug or table, or left in the tray. “I’m thinking of something that starts with (initial sound) and ends with (final sound). What is it, (child’s name)?”

Level 3: Focus on Other Sounds in the Word at RandomTwo or more objects are isolated on the rug or table, or all objects can be left in the


tray. Question as in Level 2, for initial and final sounds After the child has identified the object, ask: “Do you hear any other sounds in the word?” Not all sounds need to be identified, and the sounds may be said in any order

Level 4: Focus on All Sounds in the Word in OrderProceed as in Level 3 After the child has identified the object, ask the child to say all of the sounds in the word in order

As seems natural, affirm how the child answers.

All four levels can be present in a single game, depending upon the skill levels in the group.

A child who is very successful at one level can move to the next level during the game.


Return the objects

The Sound Game has a direct relation to activities for WritingLevel 1 precedes the introduction of Sandpaper Letters

Levels 2 & 3 are parallel with the Sandpaper Letters

Level 4 indicates one level of readiness for introduction of the Moveable Alphabet

ExtensionsBecause of the power of the Sensitive Period for Language, older children still enjoy and benefit from participation in Sound Games. Ways to increase levels of challenge and to pique older child interest include:

Play the game while looking at objects on a shelf, in a particular part of the room, or in the outdoor environment – the increased number of possible answers heightens awareness that only a few sounds can infinitely combine into words

Play the game without objects in the manner of an oral game with classifications, using only a classification as the only clue: I’m thinking of a shape in the geometry cabinet that starts with ‘t’ and ends with ‘l’; I’m thinking of something in the kitchen that starts with ‘s’ and ends with ‘v’; I’m thinking of someone in the group whose name starts with ‘r’ and ends with ‘n’; etc.

Older children can be excellent models for playing the game and as appropriate can lead the game for younger children.


Student Notes

When child hears a “wrong sound”:

o “Oh, you hear that.” o “Oh, that’s interesting.”

One complete, scripted Sound Game – include all steps in the game; the objects being used for the game; and a series of questions at all four levels using those objects, in the order you might ask them for a group of children with all four levels of experience.

o Keep in mind the number of children you invite to play.

o Keep in mind the level of each child.

o Start with children who are Level 3 or 4; children of lower levels & who are new to the game will observe the higher level children and use this to understand the game (better).


WritingSandpaper Letters

Example Sound Game

Objects: apple, alpaca, spider, sponge, brush, bead, rock, shell, chest, hippo

Teacher: I’m thinking of something in the tray that starts with “h”. What is it, (Level 3)?”Level 3 student: Hippo. Teacher: Hippo starts with “h”. I’m thinking of something that starts with “a” and ends with “l”.

What is it, (Level 4)?”Level 4 student: Apple.Teacher: Apple starts with “a” and ends with “l”. I’m thinking of something in my hand that

starts with “sh”. What is it, (L1)?”Level 1 student: A shell.Teacher: Yes, shell starts with “sh”. Do you hear any other sounds in the word, (L3)?Level 3 student: “l”Teacher: There is “l” in shell. I’m thinking of something that starts with “b” and ends with “sh”.

What is it, (Level 2)?”Level 2 student: Brush.Teacher: Brush does start with “b” and ends with “sh”. I see something on the tray that starts

with “b” and ends with “d”. What is it, (level 3)?Level 3 student: Bead. Teacher: Bead starts with “b” and ends with “d”. I’m thinking of something that starts with “a”

and ends with “u”. What is it, (Level 4)?”Level 4 student: Alpaca.Teacher: Alpaca starts with “a” and ends with “u”. What other sounds do you hear in alpaca,

(L4)? Level 4 student: “p”, “k”, “l”, “a”Teacher: You can tell me the sounds in order. Level 4 student: “a”, “l”, “p”, “a”, “k”, “a”. Teacher: Those are all the sounds in alpaca in order. I see something in my hand that starts

with “ch”. What is it, (L1)?”Level 1 student: ChestTeacher: Chest starts with “ch”. I’m thinking of something on the tray that starts with “sp” and

ends with “r”. What is it, (L3)?Level 3 student: Spider.Teacher: Spider starts with “sp” and ends with “r”. *Keep asking level-appropriate questions, being mindful of giving each child a turn (not

necessarily in the same order every “round”).*When students shows mastery of current level, give opportunity to answer question from

next level. Teacher: Thank you for playing the sound game. You can now think about what you would like

to do next.


Writing



Sandpaper Letters

Material -The letters of the alphabet in lower case cursive, made with sandpaper and mounted on separate thick cards or wood as follows:-Single consonants are mounted on red or pink-Single vowels are mounted on blue-Double letters (digraphs) representing certain key phonemes and known as “phonograms.” These are mounted on green. In American English, the key phonemes are: ee (as in tree)ai (as in rain) ie (as in pie)oa (as in boat)ue (as in glue)oy (as in boy)

or (as in fort)er (as in her)ar (as in car)au (as in vault)ou (as in cloud)oo (as in book)

th (as in thin)sh (as in ship)ch (as in chip)qu (as in quilt)

-2 boxes – one holds the single letters; one holds the double letters

Box Organization: blue – in front, any order; pink – shortest in front, tallest in back

NoteDigraphs: a single sound represented by two letters. Ex: phonemic . Digraphs may contain either consonants or vowels and are sometimes called “consonant digraphs” or “vowel digraphs.”Blends: two consonants appear together and the sound of each is heard. Ex: blend

Purposes -To give the child the symbols for the sounds (phonemes) of his own language, by means of three senses -touch, vision, and hearing-Preparation for writing

Age 3 – 4 (As soon as readiness and interest appear)

Preparation -Level 1 of the Sound Game (Recognition of initial sounds in words)-Rough & Smooth Board 2

Control of Error Perceptual – staying on the “rough”


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33


Presentation with Single LettersChoose 3 single letters

1. “I would like to show you something on our language shelf.”2. Flip through letters slowly to see if child recognizes any/to let her see them3. Choose 3

a. Choose three most contrasting letter: sound & appearanceb. If possible, choose first sound in child’s name (first or last)

i. If not, “m” for mom or “d” for dad

Choose one sound; connect to sound game1. Place letters on table, slowly one at a time, place letters face down in upper right corner2. “I’m going to think of some words that have /sound/ in them.”3. Pause so that child may offer words

Show and trace1. Turn over tip sandpaper letter2. “This is (sound).”3. Show tracing fingers4. Trace letter and say sound, x35. “You can trace (sound).”6. Place in upper left corner face down7. Repeat for remaining letters

Three Period Lesson1. 3PL, as usual, using all three sandpaper letters2. 2nd period – can have child hand you a sandpaper letter, then trace letter (while still

holding)3. 3rd period – “Trace this (point). What is it?” Tracing should occur during every period of the 3PL 3rd Period Review: Bring Me

Presentation with Double LettersYou can present a double letter when the child is successful in the 3rd period with those two

letters separatelyFor first presentation, can present one double letter with two single lettersPresent in same manner as Single Letters (see presentation)

Additional NotesMake commitment: Once you start the sandpaper letters do 3-6 letters every day. Do not drag

it out!



If child is having difficulty, place child’s hand on top of your own & then trace the letter.Sensitize fingers when refining skills, not when using – Don’t sensitize for this activity

Point of interest Focus on sound, no spelling Start/stop (only touch rough) Dots & crosses – lift hand, then dot or cross Lightness of touch (feels better) Sound can be in any part of the word when thinking of examples The “object” is a letter: it symbolizes/represents the sound Trace, then say When child is working with a latter, but it is not right-side up

o “Let me show you how that looks.”

The Connection Lesson1. 3rd period review to check which letters child knows2. Align the letters on the table matching baselines3. Trace letter, then say sound

a. Continue sound of 1st letter while tracing 2nd letterb. Tracing fingers “connect” the letters c. Blend sounds

Child should know a lot of lettersDouble letters may be used in this presentationPresent with two letter boards

o Child may use as many as she wishes

Record Keeping1. 3rd period review on 3rd day2. Write all letters & numbers on a notecard3. Under line presented letters 4. circle letters child is confident with

Options for Older ChildrenTeam now older child with experience older childGame

Each child chooses a letter they knowTrace, say sound pass around circle, each child tracing & saying sound

“It is very important for you to learn these.”Use moveable alphabet

When child is reluctant to use sandpaper lettersSay sound, trace above letter in the air

Lay out a few letters on a rug“These are your letters for today

Look at “Handwriting” section for ideas



Continue sound game parallel to sandpaper lettersTrace letter trace it on the table

Trace letter “in” the rugTrace letter “in” the airTrace letter on the child’s back, child guesses which letter


WritingMoveable Alphabet

Moveable Alphabet

Material A large box, divided into compartmentsSets of letters of the alphabet (lower case cursive) – consonants in red or pink, vowels blueOptional – a striped rug to provide lines

Purposes To help the child explore and analyze known language and represent words with graphic symbolsPreparation for writing and reading

Age 3.5 – 4 and onwards

Control of Error none

Preparation - Success with the Moveable Alphabet is directly related to the child’s preparation and the timeliness of the initial presentationExtensive experience with all aspects of Spoken Language will support the child’s independence in thinking of words to build with the Moveable AlphabetConfidence at the fourth level of the Sound Game will assure the ability to analyze the component sounds of a wordFamiliarity with a large number of single and double Sandpaper Letters will facilitate independent association of letters with sounds.


soap clothbaisin

woter37

WritingMoveable Alphabet

PresentationOrient to the box

Invite child to take out letters she recognizesHelp her place them on the rug, being sure to orient their baselines (on blue line)

Verify letters the child knows3rd period review

Choose a familiar classificatione.g. all the materials in a specific activity; animals kept as pets

“I’m thinking of the word ---“ choose word that can be correctly spelled phonetically

Analyze sounds and find lettersSound outPlace “sounds” on the rug

Close together to show it is a word

Repeat; engage child as much as possibleInvite child to think of a word

Return lettersStack letters at bottom of rugReturn to box

Transfer“You can work with this as much as you like.”Help child think of classifications of her interest

Extending Work with the Moveable Alphabet Asking child about familiar adjectives This work can expand to match the child's level of reading


WritingMetal Insets

Metal Inset Images


WritingMetal Insets

Metal Insets

Material Two stands with a slanted back and a narrow edge at the bottomEach stand holds five square metal red frames; a blue metal inset fits into

each frame; in the center of each inset there is a small knob by which to hold it

The ten insets are: Square, Rectangle, Trapezoid, Pentagon, Equilateral Triangle

Circle, Ellipse, Oval, Quatrefoil, Curvilinear TriangleThe ten insets have the same measurements as the matching insets in the

Geometry CabinetColored pencilsPencil holdersTrays

Purposes -Mastery of the hand in using and controlling a writing instrument, keeping within lines and refining lightness of touch

-To cultivate a sense of geometric design-To stimulate the artistic sense

Age 4 onwards

Control of Error

Preparation -Following a contour (tracing the shapes of the Geometry Cabinet)-Preparations of the hand for holding a writing instrument (Cylinder Blocks, Knobbed Materials; tracing the leaf shapes of the Botany Cabinet with a stylus)-Balance of firmness and lightness of touch (tracing the shapes of the Geometry Cabinet; Rough and Smooth Boards; Touch Tablets)

Initial PresentationGather materials

Choose a metal inset & framePiece of paper3 colored pencils

Align paper and frame

Demonstrate pencil grip then traceTrace

Begin in “lower, left” of frameOne movement

Align inset, then traceAlign inset so that no pencil marks are visibleTrace


WritingMetal Insets

Begin in “lower, left” of insetOne movement

Fill interior“Now I’m going to fill in my shape”Vertical zigzagBegin in lower left

Transfer“Would you like to use this shape or choose another?”

Insets in CombinationNo longer use the frame

1. Superimpose the insets – in some way touching2. Trace each shape with a different color3. Fill in one shape completely

a. Use same color as outline4. Fill in empty space with another color


ReadingPhonetic Object Box



The Phonetic Object Box

Material -A box or basket-10 objects whose names are spelled phonetically (each letter in the word has the sound given with the single sandpaper letters) – examples: cup, lid, basket, pin, rabbit, stamp, etc.

-Prepared slips with the matching names in print

For the Presentation: The teacher’s writing supplies

Purposes -To help the child realize that he can analyze and synthesize the graphic symbols of a written word in order to discover its meaning

-Introduction to reading as silent communication

Age Observed spontaneous reading

Control of Error Perceptual

Preparation All of the preparations of the eye and of the mind for reading

PresentationGather materials

Phonetic Object Box Teacher’s writing materials pack

Orient to objects; agree on names1. Take each object out of the box2. Name

a. “Let’s call it a (______) right now.”Introduce the game

“I’m going to think of one of these objects, but I’m not going to say which one. I’m going to write it down and see if you can read my mind.“

Write slip

Invite child to say the sounds she sees. Assist as needed As needed, cover part of the word to isolate phonograms

Match slip and object

Repeat3. Read each slip together & check that it is properly matched4. Gather slips up5. Invite child to match slips again

Transfer

Introduce printed slips for independent work“Do these look familiar? This is called print. You match these slips to the objects when you work with this material..”



Other Activities for Phonetic Reading Write notes to the child and slip them on their workspace for her to find


ReadingPhonograms

Phonograms

MaterialPhonogram Object Box-A box or basket-A set of objects whose names are spelled using one key phonogram each, while the rest of the word is phonetic, such as fish, boat, book, tree, pail, etc. Around 10 objects are kept in the box at a time, and they are rotated.-Printed labels for independent work-Teacher’s writing supplies (for the presentation)

Phonograms with the Moveable AlphabetSmall moveable alphabets in different colors

Phonogram Booklets-Key Phonogram Booklets – key phonograms only: each page shows one word featuring the

key phonogram-Alternate Spelling Packets – one booklet for each common alternate spelling of the key

sound

Assorted books in the environment (for finding phonograms in books)

Notes about materials:Must be rotated, because there are more than 10 phonograms

Purposes -To assist further exploration of the child’s own language-To give more keys to reading -To create awareness of spelling

Age -After independent work with the Phonetic Object Box and other phonetic reading-Activities with phonograms continue until the child leaves the Casa, and are parallel to Reading Classification and Function of Words

Preparation Double Sandpaper Letters for Key Phonograms (Green)

“Keep the presentations lively and playful so that there is always something new to discover and the difficulties become an attraction rather than a nightmare.” - AMI Trainer’s Album


ReadingPhonograms


ReadingPhonograms

Phonogram Object Box

Presentation: Present exactly like Phonetic Object Game

Differences The presence of phonograms Help the child’s eye see it Help the child to remember the new sound Help the child to read the word “Together, they make a new sound”Gather materialsThird period review

Play the game

RepeatTransferIntroduce the printed labels for independent work

Other Activities for Phonogram Reading:


ReadingPhonograms

Moveable Alphabet with one Key Phonogram at a timeGather materials

1. Check for dirty hands2. Gather materials

o a rugo two boxes of single-color

Orient to box3. Sing the alphabet song

Choose phonogram object4. Invite child to think of one of the objects from the phonogram box

Write word with phonogram in contrasting color5. “Where is (phonogram) in (word)?”6. Build word

Build list; align phonogram7. “Let’s think of another word.”

a. ”Think & build more words that have the phonogram in the first wordi. Align phonograms

Transfer8. Stack letters that are the same9. Return letters to their corresponding “cubbies”10. Invite child to think of another object from the Phonogram Box and build more

words in the same mannerNotes:

Phonogram can be anywhere in the word: beginning, middle, or end Spelling (for the child) is not important


ReadingPhonograms

Exploration: Vowel-based phonograms (example: or)1. “Let’s try every letter in front of (phonogram), and

decide if it’s a word.”2. Don’t quiz, but feel free to have a conversation about

any questionable words

Exploration: Consonant-based phonograms (example: sh)1. Add vowel & then complete2. Put away; choose another vowel phonogram3. Suggestions: put phonogram first


oy boy coy doy joymoystn

ash bash cash dashflash gash hashbro

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ReadingPhonograms

Key Phonogram BookletsChoose booklet1. Orient to front and back cover2. Isolate phonogram in first word3. Invite child to read; help as needed; discuss meaning

o “How would you use this word?”

Notes: Do what you need to do to draw the child’s attention to the phonogram Truly reading because there are no context clues Children this age read to discover something they already know If child asks for help reading a word

o “Can you show me the word you are reading?”


ReadingPhonograms

Alternate Spelling PacketsChoose packet

Find corresponding key phonogram booklet

Establish connection, “If there is packet that matches the booklet, then there is more than one way to make that sound.”

Orient to packet

Choose packet, read, discuss and clarify meaning of each word as needed

Sample Phonogram Booklet & PacketKey phonogram booklet “ee”

sleep keep meet seem greet

greet screen seek weed

free peek street feel

booklets in the packet ”ee”“ie”

chief pier brief

field yield priest

belief grief

“ea” treat eat feast tear

heap speak leap tea

team dream clean cream

“e-e” eve here

delete complete

“ey” key alley trolley

kidney valley donkey

pulley hockey

“y” hobby jelly messy happy

sandy copy muddy study

fifty funny body puppy


ReadingPhonograms

Related Activities: Spelling

oi join

point oinkmoist

oyboytoy

oystermoyst

Writing From Memory – Individual work1. Gather materials2. Set up as a distance game3. Read booklet4. Write with Moveable Alphabet from memory

a. As many as child can remember5. Check

a. Using the packet: check spelling, correct if needed

Writing From Dictation - Two-person workBasic Introduction

1. One child read word from packet2. 2nd child writes word with the moveable alphabet3. after, children check spelling with booklet

More Challenging Using two booklets from the same packet o One color for each spelling Create title: /oi/ or /oy/


ReadingPhonograms

Alternate spelling books Flip booklet over to show tiny letters on back cover Don’t start with /s/ or /sh/ Pick one with multiple booklets Other letters also make the sound When these letters come together they also make this sound


ReadingPhonograms

Puzzle Words

Material Printed cards, showing words with irregular spellings, such as a, the, once, cough, she, etc.

Purposes -To help the child read and write irregularly spelled words-To create awareness of spelling

Age -4 onwards; following independent work with the phonetic object box. -This work continues until the child leaves the Casa

Presentation using the Three Period Lesson:1. Say & show word2. Give a few examples for each word3. Turn word over repeat for each word4. Turn all cards face up5. 3PL as usual

Sample Puzzle words for oh what any island

they again that every give

sew enough does

Related Activities: SpellingWriting from Memory - Individual work

Can play Concentration Can use moveable alphabet, write puzzle words Look at card if can’t remember Bring Me

Writing from Dictation - Two person work1. One child reads puzzle word from cards2. Then, 2nd child writes word using the moveable alphabet3. After writing all of the words, children check built words with cards


ReadingPhonograms

Reading Classification

Material Objects in the EnvironmentFor the Presentation: The teacher’s writing supplies for one wordFor Independent Work: Packets of slips, in print, relating to objects in the environment, such as-Parts of the Room-Furniture-Washing a Table-Brushes-Exercises in Practical Life

Sensorial MaterialsFor the Presentation: The teacher’s writing supplies for one wordFor Independent Work: Slips for the qualities of the sensorial materials, in print

Three-Part Cards that match the picture cards of enrichment of vocabularyFor each set of cards, there is:-A picture card-A separate label showing the name of the picture, in print-An identical picture card with identical attached label

Definition Booklets, organized by classifications: facing pages show a picture on the left and the corresponding definition on the right; the definition is in black print and the key word that corresponds to the picture is in a contrasting color, such as red

Definitions in Three Stages – a second set of picture cards for the classification, and the corresponding definitions in black print, as follows:

Stage 1: The definition complete, with the key word in redStage 2: The definition complete, with the key word in red on a separate piece of paperStage 3: The definition divided into phrases, and the key word on a separate piece of paper

Purposes -To introduce the child to the written form of the vocabulary he already knows-Preparation for further studies

Age -After independent work with the Phonetic Object Box-All three aspects of Reading Classification begin parallel to Phonograms and Puzzle Words -Reading Classification continues parallel to Function of Words and Reading Analysis-Work with Definitions is parallel to Reading Analysis

Preparation -For all Reading Classification:The corresponding vocabulary on a spoken level (Enrichment of Vocabulary)

-For Definitions:Conversations and information shared on the spoken level

Notes-These activities offer the opportunity to read words already known from the activities for Enrichment of Vocabulary


ReadingPhonograms

-Before any reading classification, we ask ourselves: “at what level is this child reading?” and “does this child know the vocabulary?”

Objects in the Environment:Individual or small group

Independent work

Sensorial Vocabulary:Individual or small group

Independent work

Three Part Cards:Demonstrate with a familiar set

Transfer

Introduce control set

Definition Booklets:

Definitions in Three Stages:Stage 1

Stage 2

Stage 3


ReadingPhonograms

Function of Words: Indefinite and Definite Article

Material -A box or basket-A set of generally phonetic objects: several of some objects (typically 3 or 4); only one of

other objects-Prepared slips with the matching names, in print-Prepared slips with the corresponding articles, in print

For the Presentation: The teacher’s writing supplies for phrasesScissors

Purposes To help the child become aware of the definite and indefinite articles and their functions:

-Definite article ‘the’: a very particular object -Indefinite article ‘a’, ‘an’: any one of a group of objects

Age 4.5 onwards

Preparation -The Puzzle Words ‘a’ and ‘the’-Command games that feature ‘a’ and ‘the’

PresentationIndividual Child

Oral Introduction

Written Presentation


ReadingPhonograms

Function of Words: Adjective

Material -A set of objects, in some way related to each other, such as ‘the farm’, ‘a doll house’, ‘objects in the Practical Life Area’ etc. The related objects can be distinguished by an adjective (some quality, such as color, size, texture, appearance, use, etc.)

-The box of grammar symbols-Prepared slips with phrases for a set of related objects, in print (article, adjective, noun)

For the Presentation: The teacher’s writing suppliesScissors

Purposes -To help the child become aware of the function of an adjective as a word that describes

-To help the child become aware of the position of the adjective in a noun phrase

Age After independent work with the article

Preparation -Command games that feature adjectives-Enrichment of Vocabulary: language of the sensorial qualities

Symbols -Noun: large black triangle-Adjective: medium dark blue triangle-Definite Article: small light blue triangle-Indefinite Article: small light blue triangle

Questions -Noun: “Which word tells you the name of something?”-Adjective: “Which word tells you what kind of ( )?”

-Definite Article: “Which word tells you it was a very particular ( )?”-Indefinite Article: “Which word tells you it could have been any ( )?”

Presentation Individual Child or Small Group


ReadingPhonograms

Function of Words: Logical Adjective Game

Material -A box or basket-10 black cards – each with a noun, in print-10 blue cards – each with an adjective, in print: each adjective will describe at least one

noun in the set-The box of grammar symbols

Purposes -To help the child become aware that there can be more than one adjective for each noun

-To help the child become aware that there are different adjectives for different nouns-Preparation for creative composition-To stimulate exact observation

Age After independent work with the adjective

Preparation Command games that feature multiple adjectives for one noun


Exploration: Multiple Adjectives for One Noun

Function of Words: Detective Adjective Game

Material -A box-63 triangles as follows: 7 different types in three colors (red, blue, yellow) and three sizes (small, medium, large)

-Prepared slips, in print, as follows:the, triangle, small, medium, large, red, blue, yellow, right angled, acute angled, obtuse angled, equilateral, scalene, isosceles-The box of grammar symbols

For the Presentation: The teacher’s writing supplies


ReadingPhonograms

Scissors

Purposes To help the child become aware that adjectives can single out a particular object from a group (the detective powers of the adjective)

Age After independent work with the logical adjective

Preparation -The vocabulary for triangles from the geometry cabinet -Sensorial vocabulary for colors and size

Presentation - Individual Child or Small Group


ReadingPhonograms

Function of Words: Conjunction

Material -Prepared slips in print, with phrases for a set of related objects (article, adjective, noun)

-Prepared slips, in print, with the conjunction ‘and’; there should be one ‘and’ slip for every two phrases

-Something to unite the objects (such as yarn, clips, safety pins, etc. depending on the objects)

-The box of grammar symbols

For the Presentation:-Several objects that are related to each other but which can be distinguished from each

other by some quality, such as pencils of different colors-Something that can join these objects together, such as a ribbon-The teacher’s writing supplies

-A red pencil

Purposes To help the child become aware of the function of the conjunction as a word that connects

Age After independent work with the Detective Adjective

Preparation Command games that feature multiple objects with the conjunction ‘and’

Symbol Conjunction: pink rectangle

Question Conjunction: “Which word joins the other words together?”

PresentationIndividual Child or Small Group

Function of Words: Preposition

Material -Prepared slips in print, with phrases for a set of related objects (article, adjective, noun)

-Prepared slips in print, with various prepositions, such as ‘in’, ‘on’, ‘beside’, ‘under’, ‘between’, ‘behind’, etc. ; there should be one preposition slip for every two phrases



ReadingPhonograms

For the Presentation: -Several objects that are related to each other but which can be distinguished from each

other by some quality, such as blindfolds of different colors-An object that can be placed into a relationship with the above objects, such as a basket-The teacher’s writing supplies -A red pencil

Purposes To help the child become aware of the function of the preposition as a word that indicates a relationship

Age After independent work with the conjunction

Preparation Command games that feature prepositions

Symbol Preposition: green crescent

Question Preposition: “Which word tells where the ( ) are?”


Function of Words: Verb

Material -Prepared slips, in print, with one word commands (Verbs)-Prepared slips, in print, with commands that include an object and make sense when

transposed-The box of grammar symbols

For the Presentations: -A set of related objects, such as the farm, a doll house, etc.-The teacher’s writing supplies-Scissors, as needed

Purposes -To help the child become aware of the function of the verb as an action word-To give the child the impression of a verb as energy in contrast to the noun as matter-To give the impression that verbs describe actions that have an effect on matter-To stimulate interest and engage the whole personality of the child in reading-To help the child appreciate the sentiment or feeling in literature

Age After independent work with the preposition

Preparation Command games including single commands, multiple commands, and commands with objects


ReadingPhonograms

Symbol Verb: large red circle

Question Verb: “Which word tells you something to do?”

PresentationIndividual Child or Small Group

Note: The adverb is presented after the Verb presentation, and before the Explorations for verbs.

Explorations - Verb Games: The following are offered as fun impressions for the children to enjoy.

Word Order Changes Meaning and Function:

Transitive and Intransitive:

Tenses:

Internal Actions:

Function of Words: Adverb

Material -Prepared slips, in print, with phrases including a verb and adverb, such as ‘run quickly’


For the Presentation: -The teacher’s writing supplies for phrases-Scissors


ReadingPhonograms

Purposes -To help the child become aware of the function of the adverb as a word that modifies or changes an action

-Preparation for dramatic arts-Preparation of the mind for a deeper understanding of what is read

Age After independent work with single verbs

Preparation Command games that feature adverbs

Symbol Adverb: small orange circle

Question Adverb: “Which word tells you how to ( )?”


Function of Words: Logical Adverb

Material -A box or basket-10 red cards in print – each with a verb -10 orange cards in print – each with an adverb: each adverb will relate to at least one verb

in the set-The box of grammar symbols

Purposes -To help the child become aware that there can be more than one adverb for each verb

-To help the child become aware that there are different adverbs for different verbs

Age After independent work with adverbs


Exploration: Multiple Adverbs for One Verb


ReadingPhonograms

Continuation of Commands

Material -Prepared slips, in print, with double commands, such as “run and jump”-Prepared slips, in print, with double commands – one command has an object, such as

“open a jar and sniff”-Prepared slips, in print, with double commands – each command has an object, such as “lift

a cube and roll a sphere”-The box of grammar symbols

For the Presentation: -Teacher’s writing supplies-Scissors

Purposes To help the child interpret what is readTo develop concentration and memory of what has been read

Age After independent work with verbs and introduction of verb exercises

Preparation Command games that feature double commands, with and without objects

NoteWith the activities in Continuation of Commands, the child focuses attention on the action; only symbolize the actions

Presentation: Double CommandsIndividual Child or Small GroupGather materials

Write a double command

Child acts it out

Identify actions

Transpose

Symbolize the actions


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Repeat

Introduce independent work

Presentation: Double Commands with One ObjectIndividual Child or Small Group

Presentation: Double Commands with Two ObjectsIndividual Child or Small Group

Reading Analysis: Stages I and II

Purposes -To introduce sentences as an experience of Total Reading – comprehension; interpretation of emotional content; appreciation of individual style

-To help the child become aware of a sentence as a complete thought -To assist the development of creative writing (authorship)

Age After independent work with Continuation of Commands

Preparation The Question Game

Simple Sentences Stage I (teacher-directed)

Material -A box -2 large red circles, 2 large black circles, 2 medium-sized black circles, 4 blank black arrows-The teacher’s writing supplies for sentences-Scissors

Presentation: Hunting the SubjectWrite sentence and invite child to read and act out


ReadingPhonograms

Ask the leading questions

Transpose

Restore

Presentation: Hunting the ObjectWrite sentence and invite child to read and act out

Ask the leading questions

Transpose

Restore

Stage II – the children’s independent workMaterial: -Prepared slips, in print, featuring simple sentences (subject, predicate, and sometimes direct object)The sentences can be based in true stories, books, poetry, and question games familiar from Spoken Language and from other common experiences such as songs, games, music appreciation, etc. Each sentence should offer the possibility of interpretation on the child’s part.-Optional: the sentences in duplicate

-Children’s writing supplies -A box with: 3 Large red circles ,3 Large black circles, 3 Medium black circles , 6 Black

arrows with questions for the subject: “Who is it that?”; “What is it that?”, Black arrows with questions for the object: “Whom?”; “What?” (text on one side, blank on the reverse)

-The First Reading Analysis Chart

Presentation: Independent WorkThe child will either copy the prepared sentences onto a long slip, or the teacher provides duplicate printed slips that the child can read and cut apart.

Note: Reading Analysis Chart 1


ReadingPhonograms

Reading Analysis - Simple Sentences with Extensions, Attributes, and Appositions

Purposes -To continue the exploration of sentences as an experience of “Total Reading”: comprehension; interpretation of emotional content; appreciation of individual style

-To help the child become aware of the words and groups of words in a sentence so he can better interpret what he reads-To enhance verbal self-expression-To assist the development of creative writing (authorship)

Age After confidence with independent work for simple sentences (subjects and objects)

Preparation -The Question Game-Function of Words – Adverbs

Simple Sentences with Adverbial Extensions

Material -A box containing:-1 large red circle -1 each large, medium, and small black circles-Black arrows which have questions on one side and are blank on the other, as follows:

- questions for the subject: “Who is it that?”; “What is it that?”- questions for the object: “Whom?”; “What?”- questions for the indirect object: “To Whom?”; “To What?”

-Orange arrows printed with adverbial questions, as on Reading Analysis Chart 2 (blank on the reverse side)-Small orange circles corresponding to the orange arrows

-Reading Analysis Chart 2-Prepared slips with simple sentences in print – the sentences will include adverbial

extensions and sometimes an indirect object-Optional: the sentences in duplicate-Children’s writing supplies

Presentation: Gather and layout materials

Choose sentence


ReadingPhonograms

Invite child to act it out

Sentence is duplicated

Child cuts and places all known pieces

Introduce new pieces. Ask new leading questions.

Transpose and restore

Indirect Object

Note: Reading Analysis Chart 2

Simple Sentences with Attributes

Materials -All of the materials for simple sentences with extensions, plus:-Blue arrows with the questions “Which?” “ What Kind Of?” (blank on the reverse side)-Blue triangles

-Prepared slips with simple sentences that include attributes that describe nouns – such as ‘the famous ballerina’; ‘the broken pipes’

-Children’s writing supplies-Optional: the sentences in duplicate

Age After independent work and confidence with Simple Sentences with Extensions


ReadingPhonograms

Presentation:Gather and layout materials

Choose sentence



Child cuts and places all known pieces



Reading Analysis – Simple Sentences with Appositions

Materials -All of the materials for Simple Sentences with Extensions-Blue arrows with the questions “Which?” “ What Kind Of?” (blank on reverse side)-Black triangles

-Prepared slips with simple sentences as in the previous exercises, in print; the sentences include appositions that describe nouns – such as ‘Mary Cassatt, the painter,’; ‘Mr. Obama, the President of the United States’

-Optional: the sentences in duplicate-Children’s writing supplies

Age After independent work and confidence with Simple Sentences with Extensions and with Attributes

Preparation The Question Game

Presentation:


ReadingPhonograms

Gather and layout materials

Choose sentence



Child cuts and place all known pieces



Word Study

Material -Sets of one word slips, in print-Corresponding word charts, in print, color-coded to match word slips-These sets are organized in categories – such as:

-Compound Words: two words which when put together create a new word-Singular and Plural Forms: adding "s" and "es"

-irregular plurals: ...y -- ...ies, men, knives, shelves, children, mice, leaves, deer, etc.-Synonyms: similar meanings-Antonyms: opposite meanings-Homonyms: sound identical, different spellings, different meanings-Contractions: can not – can’t; he will – he’ll; etc. -Word Families/ Root Words: a word to which other words or fragments are added to make

a new word, such as inside; outside; beside; sidewalk; etc.-Related Nouns: a miscellaneous category which may include: The male, female, & young of

an animal (bull, cow, calf; ram, ewe, lamb; etc.)-Collective nouns (a pod of whales; a herd of cattle; a crowd of people; etc.)-Animals and their homes (bee hive; beaver lodge; bird nest; etc)-Small moveable alphabets in contrasting colors


ReadingPhonograms

Purposes -To enrich the child’s vocabulary-To increase the child’s understanding of the nature of words

Age 5.5 onwardsThis reading activity is for older children because the exercise itself does not provide any context to interpret the meaning of the words. The Montessori elementary program has reading exercises which build on this activity.

Preparation all of Spoken Language

Introduction: Oral Game

Presentation: ReadingGather materials

Orient to oral game

Introduce sets of individual words

Read and lay out first set

Read and match second set

Introduce control chart to read and check

Related Activity: Word Study – Writing with the Moveable Alphabet


ReadingPhonograms


ReadingPhonograms

Music Literacy – Associating Notes to Pitches

Material -The white and brown bells for the C Major Scale, a mallet, a damper-8 black notes with the names of the pitches of the C Major scale on one side and the

numerals 1 – 8 on the other side

Purpose -To associate the names of the pitches with musical notes-Preparation for reading and writing music

Age 4 - 4 1/2 and onwards - After the child knows names of the pitches for the C Major Scale and is comfortable pairing, grading, and improvising on the bells

Presentation: Association of Notes to Pitches1. Play up & down scale, singing names (C, D,E…)2. Take each note, notice and say names3. Play and sing4. Find C note and put it in front of the bell5. Look at the back of notes; check that notes are in order6. Mix up notes7. Repeat activity

Following Activities for Repetition and PracticeRandom (from box/bag)

1. Choose a note at random from the bag/box2. Identify note3. Play corresponding bell4. Place note in front of bell5. Turn over and check notes

Group game in order, then at randomIn order:

1. Gather a small group of children2. Divide up notes3. Ask, “Who has C?”4. Child who has note:a. Steps forwardb. Plays bellc. Places note on the staff5. Repeat for remaining bells

Random:1. Gather a small group of children2. Divide up notes3. Call on one child to come forwarda. Child identifies note she hasb. Plays bellc. Places note on the staff4. Repeat for remaining bells


ReadingPhonograms

Music Literacy: Introducing the Staff

Materials: -Green staff board with the notes painted onto the lines and spaces of the staff, with the numerals 1 – 8-8 black notes with the names of the notes of the C Major scale on one side and the numerals 1 – 8 on the other side-A large set of white notes with note names printed on one side

-2 green staff boards with lines and spaces-a treble clef sized to fit the staff boards

Purpose: -To show the placement of the notes of the C Major Scale on the staff-Preparation for reading and writing music-To see how the notes of the staff can be translated into scales

Presentation: Introducing the Staff

Presentation: Position of Notes on the Staff

Following Activities for Repetition and PracticeRandom (from box/bag)Group game in order, then at random

Presentation: Ascending and Descending C Major Scale

Following Activity: Notes at Random with the unmarked Staff and white notes

Music Literacy: Composition

Materials: -2 green staff boards with lines and spaces, two examples with ledger lines on opposite sides

-a treble clef-A large set of white notes with note names printed on one side-A large set of blank black notes-lined staff paper


ReadingPhonograms

Purposes: -To see how the notes of the staff can be translated into scales or melodies-To show that scales and melodies can be written with notes on the staff-Preparation for reading and writing music

Presentation: Composing a Melody at Random

Presentation: Notating a Melody


MusicAppreciation Story

Vivaldi’s Four Seasons

Have you noticed how the weather changes? For a while it is warm, then it is cold for a long time. These are the seasons. There are four seasons; the first is Spring– Can anyone remember the names of the other seasons? (Review the different seasons and what their characteristics in our region.) One man was inspired by the seasons; he thought if music were to describe the seasons, each would be a little different. This man’s name was Antonio Vivaldi. He was alive 300 years ago. Vivaldi was a composer. A composer is someone who writes songs. Vivaldi composed a lot of songs, including four about the seasons.; it is called, “Four Seasons.” He even wrote a poem that matches with each of the four parts of this composition. Four violins play “Four Seasons.” Each song has a fast part, followed by a slow part, and ends with a fast part: fast-slow-fast. Let’s see if we can hear the fast and slow parts. (Listen to a snippet of each season.)


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