Jubilee Montessori Design Portfolio - KNILT...Jubilee Montessori Portfolio Description of the...

LAST CHANGE FRIDAY, NOVEMBER 27, 2009 9:46 AM

Jubilee Montessori Design Portfolio

ETAP 623 Design Project

Sapphire Gimenez

Fall 2009

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Printed 11/27/2009 9:46 AM ETAP 623 Design Project of Jubilee Montessori Language Program Week 13 P a g e | 2 of 26

Jubilee Montessori Portfolio

Description of the Process for Developing this Curriculum (Gimenez, 2009)

After getting my Bachelors Degree in Interdisciplinary Studies, and my Teachers Certification in Educational Technology,

I yearned to move from my current money making job to a more meaningful career. Hoping to become a mother I also

wanted something that would balance the act of motherhood with a lifelong (my life after my kids were on their own)

meaningful work. Because of my husband’s provision of financial stability, I have been able to sacrifice financial gain and

pursue a teaching career.

Fast forward to actually having kids: no longer was teaching at the local school enough for me. The option seemed

quite unattractive as I considered its minute financial gain, loss of quality time with my children and simply a very

exhausting, payless, and time consuming job. So I carefully considered the possibility of teaching at home. First and

foremost my limited teaching time and energy (more on that later on) would be concentrated on my children,

particularly while they are within the absorbent age ranges of “before 5-7”. These I find are the fundamental years of

establishing habits and philosophies that set the stage for the later years.

Home Educating although intimidating, became an attraction. The problem was that my eldest daughter had already

had formal schooling in a Montessori School and so first grade was her next developmentally appropriate step.

However, she was only five.

After much labor in the task of curriculum seeking, we as parents decided on one that although has not become my

favorite in that it is lacking in tactile experiences, creative flashcards, scripted lessons for teacher, specific lesson goals

and sufficient correlations to spiritual concerns. It is however, State Certified and has allowed her to start first grade

under their supervision.

For our family this was important because we wanted a certified institution to attest to her abilities. We didn’t want her

future to hang on mom and dad’s possibly swayed point of viewed.

Second problem/opportunity was that our chosen curriculum, although acceptable by most standards, was a bit lacking

and a bit dull. So, I’ve taken this course with the purpose of seeking help and improving the curriculum we are using.

Mission Statement

Ideally


The Jubilee Montessori Language Arts Program 1. Phonics

2. Spelling,

3. Vocabulary

4. Reading

5. Reading Comprehension

6. Manuscript Penmanship

7. Cursive Penmanship

8. Writing

9. Grammar

10. Public Speaking

This document, the Jubilee Montessori Design Portfolio will describe the Spelling Segment of Jubilee

Montessori’s Language Arts Program. Here I detail

Expected Learning Outcomes

Instructional Sequence

Environment –Physical and Situational factors that support the instructional setting

Materials used and their instructional purpose

Pedagogy, and

Class culture promoted in this curriculum Instructional System


Jubilee Montessori Learner Analysis

Learner Analysis My learners are 3 to 8 year old boys and girls whose first or second language is English.

These assessment will suggest outcomes that can be useful to different learners

Things to Test for (Gagne, The Nature of Learner

Qualities p. 107)

How to test Possible Solution

Visual acuity need of eyeglass

Capacity of the

working memory

Intrinsic Motivation Definition: Intrinsic motivation refers to motivation that

comes from inside an individual rather than from any

external or outside rewards, such as money or grades.

The motivation comes from the pleasure one gets from the

task itself or from the sense of satisfaction in completing or

even working on a task (http://giftedkids.about.com/od/glossary/g/intrinsic.htm)

Developmental

Factors

Characteristics of Gifted Children By Carol Bainbridge, About.com Guide

http://giftedkids.about.com/od/gifted101/a/giftedtraits.htm

Internal

Characteristics of the

Learner

Learning Style http://www.stylesoflearning.com/trial_inventory.html

http://www.careerdirectonline.org/personalityID/

http://www.careerdirectonline.org/

http://www.ldpride.net/learningstyles.MI.htm

http://onlinelearning.mhhe.com/index.php?page=target-

different-types-of-learners (McGraw Hill Website)

Audio, Visual or

Kinesthetic

Who are the stakeholders and what roles do they play. (Gimenez, 2009) There are several stakeholders in this curriculum:

1. Professional teacher

Studies, learns, and practices the curriculum and its philosophy in order to provide it in an engaging way to the students.

{Assesses learning Style of child} and use it to facilitate learning for the child.

Give resources on how to do this

http://giftedkids.about.com/bio/Carol-Bainbridge-19284.htm

http://www.stylesoflearning.com/trial_inventory.html

http://www.careerdirectonline.org/personalityID/

http://www.ldpride.net/learningstyles.MI.htm

http://onlinelearning.mhhe.com/index.php?page=target-different-types-of-learners

http://onlinelearning.mhhe.com/index.php?page=target-different-types-of-learners


Provides honest and corrective feedback to redirect learning but always in an encouraging and loving way, always finds something positive and encouraging in child’s work.

Uses Socratic and {Probing } Questioning to deepen understanding and encourage deep thinking, and reflection.

Mindfully speaks to either the work of the child or to the child’s heart. For example to address the child’s work, say, “this is a good job”, vs. “you are so good”. One addresses the quality of the work the other addresses the quality of the child. To address the child’s heart, a question is always helpful. For example, when the penmanship is sloppy, a good question is, “I see that your penmanship is dancing in the paper, are you a little tired today?”

Engages the child in the learning process and {promotes active participation in lesson} developing intrinsic learning habits.

Avails child of different experiences that bring life relevance to the lesson being taught.

Uses meaningful cues that trigger memory recall of a lesson.

Provides some kind of mirror like video tapes, audiotapes, observer’s notes, etc. for the purpose of improving lesson delivery, class participation, room environment etc. (Bloom, p. 238)

Takes care, upkeeps and guards the environment for safety, beauty and pleasantness.

Facilitates child’s interaction with the materials and

Observes, Assesses and Evaluates child’s work and development (Gettman, 1987, p. 17).

2. Home Educators –

Has same responsibility of the professional teacher, with the added tasks of :

Serving as a human model whose every action and choice powerfully and significantly influences the child, and

Shows examples and practice of lessons taught and learned, 24/7, 365 days, times the lifetime of the child, in prepared and non prepared environments!

3. Students

Devote time, discipline and energy into the curriculum.

Create aids that further encourage learning

Develop and Perform peer formative tests.

4. Families of Student

Support, encourage, extend and practice the curriculums’ philosophy into a family lifestyle.

5. Instructional Materials

Proprietary of Jubilee Montessori* (I’m not sure on this, as much as I would like to have a complete well thought of document of presentation, I don’t think I can do this on my own. In fact I’m sure I cannot.)

Problem Based Learning or other form

Try to expand this to include a more

global community like internet

communities etc


Jubilee Montessori Needs Assessment

Needs Assessment The instructional problem I have identified in most Language Arts Curriculum Programs for young students, is

that it fails to empower them to be great spellers.

Many programs have tried to teach phonograms and rules that children manipulate and use to spell words.

Others use “whole word” spelling instruction, where the students are given lists, memorize the spelling and

then test onto mastery. Other programs, totally by pass explicit spelling lessons, hoping that correct spelling

will happen implicitly as maturity of the student occurs.

The current result of all of these programs is that many students are failing because the program is either

cumbersome, too expensive, too time consuming or not occurring at all.

{My Intent is to develop an instructional system which uses elementary courses of general education courses

that empower students to be better spellers and better learners {and }.

This section of the program deals with the Language Arts Segment Curriculum.

In this project I will develop the Spelling Segment of the Language Arts Curriculum.

The objective of this program is to Teach enable students to be better spellers and be while equipping them

with fundamental language skills that helps them close jump the gap of mediocre language skills to high level

life building skills in Language. students to trained learners. }

{Language Skills, particularly spelling skills, are very important to any career. This segment of the Jubilee

Montessori Program seeks to provide the fundamental skill of good spelling but also to extend its relevance

and provide overall improvement to the personal development of the child. It enhances the students’

capabilities in the five critical qualities of learning: Intellectual skills, Cognitive Strategies, Verbal Information,

Attitudes and Motor Skills. Therefore it provides a fundamental asset essential in any current environment

and in any future career field. Spelling Writing and Reading inherently linked. Reading and Writing both require

spelling.[This maybe too lofty and too vague]}

This might be too lofty or even

vague!

This might be too lofty and too wordy!

These are the Learning Objectives:

I want them to be better spellers(I need to define better)

Develop Cognitive Strategies that help them learn new language

skills have i.e. -efficient approach to learning

Have the five type o Learning Outcomes (Gagne p 49/161)

1. Intellectual skills

2. Cognitive Skills

3. Verbal Information

4. Attitude

5. Motor Skill, knowledge Motor, and Intellectual skills that are

strong in the fundamentals of Language


Jubilee Montessori Instructional Design

Needs Assessment The instructional problem I have identified in most Language Arts Curriculum Programs for young students, is

that it fails to empower students with skills that prevent the common shortfall of bad spelling practices. My

intent is to create a Language Arts Curriculum that would allow home Educators (intended

setting/participants) avoid the common pitfall of bad spelling.

Instruction Characteristics In most cases instruction is done such to address different learners

The instruction in this course is suitable for all types of learners. Visual, Auditory, and kinesthetic Learners.

The program use all of these learning styles, consistently throughout the program and in varying degrees to

facilitate and cement learning. and thus apply to variable learner types.

Instructional Strategy What (Gagne 239)

develop the human capacity through

How

Systemically scaffold information and experience so that new

information builds on what the student already knows

Top-down analysis of intellectual skills

Structure that the through a hierarchy of skills

providing an environment purposed for carefully

sequencing cognitive Learning, projects through

experimentation balanced with explicit lessons enhanced

with direct instruction

Correlative Subsumption – learner compares new material to what he

already knows.

Cognitive skills

Interactive Online Learning anchoring experience

Individualized (considers individual needs) Continuous Formative Assessment

Self paced (as much time as necessary to achieve the objective), and deeper understanding

Adaptive instruction (learning management that constantly monitors the progress of

the student and changes the instructional content based on the progress. (Gagne p. 238)

Gagne p. 239

1. Classifying objectives by using taxonomy of learning outcomes

2. Sequencing objectives that prerequisites into account

3. Including the appropriate events of instruction that apply to all domains of outcomes

4. Incorporating the particular conditions of learning relevant to the domains of the objectives in the

lesson.


Sequence of Program Overall the program is constructivist in nature. Learning is scaffolded and Movement towards next

step/target skill is only done when it does not exceed the students current human capacities (human

capacities being such things as attention span, cognitive processing capacity (cognitive load) and physical,

emotional mental or social developmental challenges, how well the child has accepted the culture of the

classroom, etc).

Learner Characteristics There is a very basic questionnaire that helps place the child in the correct developmental phase of the

program. Other things considered are prior learning experience, learning capability, schemas, ability traits

(Gagne p 127/128 table 6.3) As long as the student has some kind of sensorial input opportunity (touch, smell,

taste, see, or hear), the student will thrive. An inhibited sense is acceptable because other forms of learning

will supplement.

for example can the student

Hear orally delivered communication

Read communications printed on page

There are no entry skills necessary. The child starts the program at whatever level he or she fits most

comfortably in.

Resources to test for these things: { TO DO LATER ON: }

Need to Develop psychological test that Reasoning and Number Facility Gagne p.

127. Ask for suggestion on how to do this questionnaires OR CAN USE SPEAKING ,

SPELLING READING PROGRESSION CHARTS ATTACHED

Look at GAGNE p. 108 for Learner –Centered Psychological

Factors and Principles and p. 113 “qualities that influence

Learning. This might be beyond the scope of this design project


Jubilee Montessori

Learning Model of Instructional Events (Gagne p. 206) Objective Sample

1. Gaining attention Beautiful Montessori Work

2. Informing learner of objective(s) Invite

3. Stimulating recall of prerequisite learning

4. Presenting stimulus material

5. Providing learning guidance Modeling

key questioning

6. Eliciting performance

7. Providing feedback about performance

correctness

8. Assessing performance

9. Enhancing retention and transfer Project Based Learning

Have a compelling problem or a driving question that

1. Interests students (self created or assigned)

2. students are confident they can make some headway at

solving

Make problem authentic - produce something real and useful

at the end

WHEN:

WHERE:

WHY:

WHO


Jubilee Montessori Learning Outcomes Learning Model of Jubilee Montessori Language Instructional Design

The five learning capabilities/ human performances 1. Intellectual skill

2. Cognitive Strategy (Gagne .75)

Definition

How handle information

Making the information meaningful

What the learner does during the process of problem solving

Method of processing information

Self correct spelling word

How to focus tasks efficiently when solving a problem

ProblemSolving

Rules and Principals

Concepts

Discriminations

Reasoning

perception

intuition

outliningchunking

schemas

analogies short stories for memory

SQ3ER

5W's

PMI

KWHL

Schemas

Correlative subsumpti

ons

Graphic Organizers

ICM's


procedures that govern the selection and use of intellectual skills GAGNE p. 110

3. Verbal Information

Definition

Performance Objective (taxonomy of learning outcomes)

Instructional Strategy

Condition for Learning

Learning Tasks

self ………

Assessing Students performance

How Assessed

4. Attitudinal

Definition




Learning Tasks


How Assessed


5. Motor Skill

Learns part skill to whole skill all onto mastery

Relative subroutine to entire routine for the execution of the total motor skill.

Definition




Learning Tasks


How Assessed

internal conditioning

external Conditions

Review

Embedding cognitive strategies in the instructional materials

Aided by retrieval of prerequisite skills

repeated opportunity for the application of the strategy

Assessment

Spaced and varied practice (Gagne p. 76)information is lost from short term memory unless is rehearsed) limiting

short

Loaded at approximately seven items (Gagne p. 76)

The Three Domains

Motor


Cognitive

Affective


Writing Objectives for Spelling Program (Gagne p 134)

S Situation Context in which the learned outcome will

be performed

When you know how to say a word but don’t

know its correct spelling.

C Learned

capability

Verb classifying the type of learning. There

are five kinds of learned capabilities

[Intellectual Skill p. 63 (Discrimination,

Concepts, Rules and Principles, Problem

Solving), Cognitive Skill p. 75(, Verbal Skill,

Attitude, Motor Skill]

Proceed through a specific algorithm that

will help identify the correct spelling of

word.

C Content Object of the performance

O Observable

part

Part of the behavior (action verb) Construct a correctly spelled word

C Tools,

Constraints,

Special

Conditions

Applied to the performance (acceptable

performance

Apply appropriate rules

Situation context in which the


Needs Assessment Strategy Chart (Shambaugh, 1997)

Information Categories (Information needed)

Information Sources (Sources of information)

Peer Certified teachers

Moms of Homes Educated Children

Websites geared to curriculum Development

Curriculum Development Graduate Degree Program

Information Processing Tools (How information is evaluated)

o Efficacy in Obtaining Objectives

(how well students learn)

o Cost

o Ease of use

Describe the Ideal Environment: Home Educating setting where there is

a dedicated space to provide instruction

The Material:

This Document

o Document Format:

o 24 point letters for easy student reading from

a distance

o Slash marks represent sound

o Spiral for easy copying

o Create with the idea that a picture says a

thousand words

o My Home Educating experience

o Interviews with Home Educators

and students

o Research data at library and web

sites

Ga

ther

Info

rmat

ion

What is known about the

Learning Task?

It is difficult but essential to have a good Language

Arts Program

What I’m asking participants to learn is not just

knowledge, but a new set of skills and a new way of

thinking.

Best to teach children Language Arts using phonics

Develop a proficiency for decoding words

Develop comprehension of text

Develop a love of literature and a desire to read

Learn the sounds of the alphabet letters by

associating them with the beginning sounds of real

object names

Associate sounds to sand letters

Establish the relationships between phonograms

and their spellings.

Learn and blend consonant with the vowels.

Introduce specific rules that teach correct spelling

Formative Assessment - Record

Keeping of reaction to these new

ideas.

Who are my learners

3 to 8 year old boys and girls whose first or second

language is English.

Prerequisite Knowledge: none

Learning Style preferences: any since program is

multi-sensory

Attitudes : will be nurtured

Expectations: Successful in Standardized Tests and

beyond.

What are your resources and

constraints

Intrinsic motivation

Curriculum Development Degree Program Teaching

experience

Peer students

books

Jubilee Montessori Manual for

Instruction.

Summarize & revise Program Evaluation

Self Evaluation


Language Arts Curriculum Performance Objectives (Cagne, 2005) Situation Capability Learned Content/object of

the Performance

Action Verb Tools

content in which the

learned outcome will

be performed

The type of learning

being performed

The observable part of

the performance

Constraints or special

conditions applied to

the performance

(acceptable

performance

Objective 1A PHONEMIC

AWARENESS

See Phonics

Progression Chart

- Sensorial

Phonological

Awareness Section

See Phonics

Progression Chart -

Sensorial

Phonological

Awareness Section

See Phonics

Progression Chart -

Sensorial

Phonological

Awareness Section

See Phonics

Progression Chart -

Sensorial

Phonological

Awareness Section

See Phonics

Progression Chart -

Sensorial

Phonological

Awareness Section

Objective 1B

PHONIC RULES

In the classroom,

during computer

time, or game

time

demonstrate

proficiency in the

phonic rules

to facilitate spelling

and reading

Application

towards correct

spelling

Jubilee Montessori

Manual, Computer,

Games

Objective 2

READING

In the classroom,

at leisure and

during assigned

periods

demonstrate

acquired reading

capability

during the reading

of a selected book

The books will first

be coded,

thereafter,

developmentally

appropriate.

Objective 3

READING COMPREHENSION

Objective 4A

PENMANSHIP MANUSCRIPT

In the classroom generate several

penmanship

exercise that will

improve

penmanship

beautiful and

legible penmanship

beautiful and

legible penmanship

pencil and paper

Objective 4B

PENMANSHIP CURSIVE

In the classroom generate several

penmanship

exercise that will

improve

penmanship

beautiful and

legible penmanship

beautiful and

legible penmanship

pencil and paper

Objective 5

SPELLING

Child will be given

explicit phonics

instruction on a

daily basis at

random and as per

case appropriate

Child will classify

and identify,

appropriate rule

and choose it

towards the

application of

spelling patterns

the child will spell

the word correctly

by means of

segmentation,

encodement, and

phonic rule

application.

Objective 6 GRAMMAR I’m leaving these out for know. Objective 7

VOCABULARY

Objective 8

READING COMPREHENSION

Objective 9

WRITING

Objective 10

PUBLIC SPEAKING


Jubilee Montessori Language Arts Program Unit

s

Goal Method (Learning Activity) Assessment

Ph

on

olo

gica

l Aw

aren

ess

Ph

on

emic

Aw

aren

ess

Learning vocabulary words Name objects, ask child to repeat name “Can you say?”

Child works freely with objects and learns their names

Language Mystery Bags

Child allowed

to practice

until pleasure

subsides

Rhyme Awareness Singing Songs

Creative Music Interplay

Being read poetic rhymes and stories (before they can read)

Talking silly rhymes

Child allowed

to practiced

until pleasure

subsides

Learn the sounds of the

alphabet letters

Three Stage Lesson with Sand Letters to learn primary sounds of as many phonograms possible (follow sequence prescribed)

Flashcard of phonogram

kinesthetic games with alphabet mats (older child can jump to

amount of sounds associated/phonogram)

child should

start to

recognize that

letters

represent

speech sound

Associate sound heard

(phoneme) to a grapheme

(their written symbols)

Objects and Sand Letter association

Beginning, Middle and Ending Sound Discrimination

Beginning, Middle and Ending Sound Grouping

Bingo Games

I spy with my little eyes

Child works freely with objects mastering their names and starts associating them with beginning, ending or middle sounds of sand letters.

Child allowed

to practice

onto mastery

Decode Words Child can read

coded Readers

Syllabication – learning how

to divide words -

Flashcard of phoneme

Phonics Game

Dewey Pyramids

Isolating the sounds groups in a word

Clapping the syllables

Child allowed

to practice

until mastery –

a level of

automaticity

Introduction of Blends,

Digraphs, and Diphthongs

Blends, Digraphs, Diphthongs Flashcard Drills

Creating Family Groupings

Bingo Games

Child allowed

to practice

onto mastery

Ph

on

ic R

ule

s

Introduction of Rules Jubilee Montessori Flashcards

Interactive Computer Games (Starfall )

Phonic Board Games

Jubilee Montessori Worksheets that specifically address these issues

Child allowed

to practice

onto mastery


Rea

din

g

Blend Sounds to form words

Read grade level texts

Answer comprehension

questions from the reading

Create simple words with Moveable Alphabet

Create simple words with Magnetic Phonograms

Progressive Decoded Reader (ex. Bob Books)

Dewey eyeraobics

Children’s Literature

Child allowed

to practice

onto

developmentall

y appropriate

mastery level

Pen

man

ship

Explicit teaching of the 6

building blocks of

manuscript Letters

Coaching of Letter

Formation during practice

drills

Practice the six fundamental strokes onto Mastery

Dictation Work

Creative Work

Copy work

Child allowed

to practice

until

developmentall

y appropriate

mastery level

Spel

ling

Spell just the phonograms Mastery of the phonogram pronunciations and automaticity in their spelling

Child allowed

to practice

onto mastery

Use The Ayres List of

Spelling Words

Spell words by sounding them out (decoding), and applying

JMLAP spelling rules.

Reinforce Spelling Rules when met by example

Reinforce Proper Penmanship

Child allowed

to practice

onto mastery

memorization of sight word

spelling

Memory of sight words

Scrabble

Computer games

Child allowed

to practice

onto mastery

Gra

mm

ar

Montessori Grammar Program,

Wise Grammar Program

Identification of Noun, Verb, Adjective

Learn and understand use of Punctuations like period, commas, exclamation points, question marks, and hyphen. Study word relationships like Antonyms, synonyms, homonyms

Systematically identify three of them in their daily story

reading

Explicit Instruction – o Wise First Language Lessons o Simply Grammar o Horizons o Jubilee Montessori Worksheets that

specifically address these issues

Child allowed to

practice onto

developmentall

y appropriate

mastery level

Child displays

mastery of

prerequisite

skills with

perfect

confidence


Wri

tin

g

Rule Review of Proper Sentence formations

Different types of writings (letters, narratives, fiction, and reports)

Phonics Pathways

Explicit Instruction – o Wise First Language Lessons o Horizons o

Weekly Journaling of personal experiences

Daily Written works that drill Lesson from sources like Jubilee Montessori Worksheets that specifically address these issues

Writing from dictation

Creative Writing

Listening/Reading on writing instructions

Child allowed to

practice onto

developmentall

y appropriate

mastery level

Phonics Progression Instructional Sequence Developmental

Stage

Goal Method/Learning Activity

Sen

sori

al P

ho

no

logi

cal A

war

enes

s.

Ch

ild c

an h

ear,

say

an

d c

om

pre

hen

d, b

ut

no

t w

rite

–p

re-m

oto

r

Auditory discrimination through Rhyme

Awareness

Singing Songs, especially nursery rhymes

Reading Rhyme

Read rhymes out aloud, but pause before saying last rhyming word in each line and encourage child to say the rhyming word that should come next

Talking silly rhymes

Auditory discrimination – by Train child's ear to

discriminate between sounds.

Use picture-noun cards to develop vocabulary

Have student mimic clapping rhythms

Have students mimic nonsensical and sensical graphemes. Can you say ..” “?

Read a short book and have child put hand up when they hear a particular sound

When you sing songs and nursery rhymes, show them the matching words on the page. By following text with your finger, help child understand that words are made of sounds

Auditory Discrimination with Difficult

Phonograms- Special care needs to be taken to

differentiate between similar sounds like ah, a,

o m, n d, t

Invite child to matching grapheme on sand letter with picture card

Sound walk – child draws pictures or writes down the names of the sounds they hear on the walk.

Grouping sounds – animals, musical instruments, vehicles, etc.

Invite child to correspond sounds with real life examples e.g. dogs barking, pig grunting, cow mooing, musical instrument playing.

Musical discrimination – Invite child to discriminate between loud/quiet, high/low, fast/slow notes music discrimination.

Clapping or tapping rhythms –with picture cards – take turns to clap syllable beats

Who is it? – choose a pupil to be blindfolded, then


ask another pupil to say a short sentence. Ask the blindfolded pupil to identify the other pupil by name,

Bingo Sound – match picture with pronounced sound.

Rhyme time – ask the pupils to listen to a word. If it rhymes with the word that they have in their hand then they can keep it. The winner is the first person to collect five rhyming words.

I went to the zoo/park/seaside and saw something beginning with a

I spy with my little eye something that begins with or ends with /sound /

Learning vocabulary words Child Plays freely with the tub toys and learns their names, ask child to repeat name “Can you say?”

learn sounds of the alphabet letters Develop Songs for a,e,i,o,u or as many phonograms as possible

3 part Lesson with Sand Letters (The multiple phonemes(sounds) are taught immediately)kinesthetic games with alphabet mats

Spelling/making words in tubs with Sand letters

Spelling/making words in tub with moveable alphabet

Exp

licit

Ph

on

ic L

esso

ns

Associate the sounds to their written symbols Tubs and Sand Letter association

Beginning, Ending Sound Grouping

Associate phonogram with grapheme Teach the Sound/Symbol relationship with Flashcards of isolated phonogram through Socratic Questioning o emphasize hierarchy usage o review usage, dependent on rule

Phonics Game

Dewey Pyramids

Horizons

Manuscript letter formations 6 basic strokes

o letters

vowels, consonants and other phonograms

Reading Decoded Reader

eyeraobics

List of good readers

Blends, Digraphs, Diphthongs Flashcard Drills

word family grouping

Exp

licit

Spel

lin

g

Less

on

s

spell just the phonograms Teach the Sound/Symbol relationship with Flashcards of isolated phonogram and have child write/spell the phonograms they hear ( see JM

Fundamental Difference from

Traditional Montessori of 1:1

phoneme to grapheme


order of presentation) o Teacher shows phonogram o Child sees phonogram (eventually can skip this part) o Teacher says each sound precisely (not run together) in

staccato manner o Child Hears phonogram o Teacher writes phonogram on board to model and explain

proper formation o Child says sound softly o Child writes the phonogram (Spalding, 2003)

emphasize correct pronunciation/ formation

review usage, dependent on rule

Feedback to redirect learning (initially immediately, than

fade to end of list)

Phonic Spelling Rules Jubilee Montessori Language Rules

Phonic Games

Star fall Games

Spelling Exercise from the Ayer List Teacher says word Teacher segments/ decodes word*(make sure you get

this right so that child will not misspell word due to incorrect segmentation/syllabication ex. /a/ /p/ /le/ vs. /ap/ /ple/)

Child listens to segmented word

Child says segmented word

Teacher verifies child is segmenting correctly

Child spells what he hears, (leaving space between phonograms…?) I’m not sure I want this

if there exists one or more possible grapheme (spelling pattern) to represent the sound (phonogram), the child underlines the phonogram and gives reason of phonogram selection by associating it with a rule. Child puts number of phonogram and Rule Initial in small print above the RHS of Phonogram (develop Rule initials)

Introduce and Review Spelling Rules when met by example to designate which grapheme is meant.

Review Jubilee Montessori Rules whenever relevant

Auditory Discrimination with challenging Phonograms

and Graphemes Same/different 1 – Invite child to listen to sets of two everyday

sounds and identify those that are the same and those that are

different.

Same/different 2 – Invite child to listen to sets of two words and

identify those that rhyme and those that don’t, e.g. catch,

match, and such.

Challenging Graphemes how they correspond Phoneme Sound bingo – invite child to rehearse the pronouncing the

graphemes and playing bingo with them - covering the correct

grapheme

knock, knock who is there? with Sand letters to correspond

grapheme with phonogram

Teacher says the sound, then asks child to point to a picture of

the grapheme. A more advanced student can write it.

Exp

licit

Wri

tin

g

Less

on

s

Grammar Diacritical Markings

Blend Drill chart

Rule Review

Phonics Pathways

Unique to Jubilee

Montessori


Test of poor auditory discrimination:

problems identifying speech sounds

poor listening skills, especially when there is background noise

difficulty discriminating between similar words

difficulty with rhyming activities

poor articulation of sounds and words

kinesthetic strengths (and learn better through using concrete materials and practical experiences)

visual strengths (and enjoy learning through using visual materials such as charts, maps, videos, demonstrations

good motor skills (and have strengths in design and technology, art, PE and games.

http://www.teachingexpertise.com/articles/activities-to-develop-auditory-discrimination-skills-1101

gate, mate, weight, late

free, three, tree, see, she


Speaking Progression

Function Necessary for Success Method of Attainment

hear God given

Hearing Aid

Interesting and pleasant

experiences

Listen Focus Habitual Practice

Mimic Opportunity Opportunity coupled with

encouragement to do so

hear

listen

mimick


Spelling Progression


Segment Be told correct pronunciation Good Teacher

Reason Correct Phonogram Rules familiarity Graphic Organizers

Fun and Catchy Songs

Write Phonogram Correspond phoneme (sound heard) to

appropriate grapheme (letter(s) that

represent the phoneme

Penmanship

Moveable alphabet

Fine motor Skill

Instruction of Manuscript

Practice

Segment word heard

Reason Correct Phonogram

Write Phongrams


Reading Progression


Recognize Grapheme Explicit Teaching of Phoneme Grapheme

Correspondence

Three part lesson

Correspond Correct Sound Explicit Teaching by sight

Explicit Teaching of Rule Application to

figure out proper pronunciation.

Blend Practice

Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of

introductory physics students

http://www.compadre.org/PER/items/detail.cfm?ID=2897

Recognize Grapheme

Correspond Correct Sound to grapheme

Blend

http://www.compadre.org/PER/items/Load.cfm?ID=2897

http://www.compadre.org/PER/items/Load.cfm?ID=2897

http://www.compadre.org/PER/items/detail.cfm?ID=2897


Writing Progression


This needs to be developed

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