Album Outlines

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 Casa
The 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
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Amy White || Montessori Northwest Course 40, 2015-2016
Conversation
The childs 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 finished
How to Invite Someone to Have a Conversation
How to Tell When Someone is Available for a Conversation
How to End a Conversation
Possible Subjects for a Conversation When Modeling or Facilitating
Spontaneous Conversation
A Familiar Story or Book
A Picture in a Picture Book
A Picture on the Wall
A Card from a Set of Classified Picture Cards
An Object or Artifact in the Environment
A Picture from a Geography Folder
Student Notes
In the Casa, we protect the childs 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____?
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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.
Examples for Ending a Conversation

Thanks for having a conversation with me.
I enjoyed talking with you.
Im going to do something else right now.
Im so glad we talked.
Thank you for sharing that with me.
Examples for Inviting Children to have a Conversation Together

Would you like to find a place to have a conversation about
that?
Lets find a place for you two can have a conversation.
Lets find someone who is available to have a conversation
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.
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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
anothers 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 ones 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 Story

Gather 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
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Tell the story:

Stories are brief (3-7 minutes)
Speak slowly and distinctly, yet naturally to create images in the
childs 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 Prop
Today 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
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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 Guides 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 lightcolored 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 cant make them very tall, but they were just the right
height for me.
About an Object in the Environment

This 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 wont 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. Im 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.
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 doesnt
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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 humans 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 its on to stay nearby. It is like the cat is saying,
Dont 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 Time

There 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.
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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 elses
knowledge, experience, and imagination.
Reading Stories from books models how stories can be preserved through literacy
(the magic of literacy): we can know someones 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 storys 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 Books
Books 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 Guides knowledge of the group and the
culture. Books can expand beyond a childs 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 Book

Gather 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
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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.
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2. And Then Its 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 Alfies. 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.
Childrens 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. Putnams 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.
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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.
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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 Poetry
Gather 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 Authors name
For a short poem of 1 -2 stanzas: Recite the entire poem, then repeat
Title, Authors name and the recitation several times
For a longer poem: Recite a logical section and repeat as above. Over
time, add new sections until the poem is complete
During 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.
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Find poetry that is realistic, creates an emotional connection, and uses

figurative language.
1. Tree House by Shel Silverstein

A tree house, a free house,
A secret you and me house,
A high up in the leafy
branches
Cozy as can be house.
A street house, a neat house,

Be sure and wipe your feet
house
Is not my kind of house at all-Let's go live in a tree house.
2. Afternoon On A Hill by Edna St. Vincent Millay

I will be the gladdest thing
Under the sun!
I will touch a hundred flowers
And not pick one.
I will look at cliffs and clouds
With quiet eyes,
Watch the wind bow down the grass,
And the grass rise.
And when lights begin to show
Up from the town,
I will mark which must be mine,
And then start down.
3. Bed In Summer by Robert Louis Stevenson
In winter I get up at night
And 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 see
The birds still hopping on the tree,
Or hear the grown-up people's feet
Still 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?
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4. Who Has Seen the Wind by Christina G. Rossetti

Who has seen the wind?
Neither I nor you:
But when the leaves hang trembling
The wind is passing through.
Who has seen the wind?
Neither you nor I:
But when the trees bow down their heads
The wind is passing by.
5. Fog by Carl Sandburg
The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches
and then moves on.
6. Houseboat Mouse by Charles Sullivan
My house is a boat,
When I go to work
my boat is a house,
he keeps watch on our
I live on the river,
things,
With Morris the mouse.
and when I get home
how he dances and sings!
He moved in with me
when the weather got cold
He dances on tables,
(I think hes a he
he dances on deck,
but Im not sure how old).
he dances on ice,
and a neighboring wreck.
I found him one morning
asleep in my shoe,
He sings to the river,
and let him eat breakfast
the sky and the snow,
with me wouldnt you?
and sometimes I whisper
the words that I know.
He has his own plate,
and a cup, but no spoon
And sometimes I whisper
he likes dinner at eight,
the words that I know,
half a bagel at noon.
and sometimes just listen
to him and the snow.
7. Snow by Alice Wilkins
The snow fell softly all the night.
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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. Rhu
Consider the penguin.
Hes smart as can be
Dressed in his dinner clothes
Permanently.
You never can tell
When you see him about,
If hes just coming in
Or just going out!
9. The House Cat by Annette Wynne
The house cat sits
And smiles and sings.
He knows a lot
Of secret things.
10.
Fish by Jack Prelutsky
Fish 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 Lindsay
There was a
at a
little turtle.
mosquito.
He lived in a
He snapped
box.
at a flea.
He swam in a
He snapped
puddle.
at a minnow.
He climbed
And he
on the rocks.
snapped at
me.
He snapped
12.
Cat Kisses Bobbi Katz
Sandpaper kisses
on a cheek or a chin
He caught
the mosquito.
He caught
the flea.
He caught
the minnow.
But he didn't
catch me.
that is the way

for a day to begin!
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I have an alarm clock

thats covered with fur.
Sandpaper kisses
a cuddle, a purr.
List of 5 published sources for childrens poems. Include Title, Editor, and
Publication data
1. Animal Friends: A collection of Poems for Children. Illustrated by Michael
Haque. 2007. Henry Holt & Company. New York, NY.
2. A Childs 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 Carles 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 childrens 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 Game
An 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.
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Classroom or School Routines, such as: How We Prepare for Lunch; How to
Join a Group; What to Do If Youre 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 Game

Gather 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 as
What (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.
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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 dont 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 dont have just one favorite color,
but you like all the colors. We just made a story. Would you like to share your
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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. Im going to leave now and do my work
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Command Games
Exploring 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: nouns
Nouns can be general: indefinite article a, an; or specific: definite article
the
Nouns can be modified: adjectives
Actions can be modified: adverbs
Commands 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 childrens spontaneous games as well as
the fact that childrens games always have rules that must be followed accurately.
Technique for Command Games
Plan 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: Im going to say something that someone can do; if you
hear your name, you can do it! Always say the target childs 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 childs 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
childs 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 Notes
Five 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.
Jump
6.
Hop
2.
Kick
7.
Scoot
3.
Stand up
8.
Tiptoe
4.
Sit down
9.
Leap
5.
Spin
10.
Stomp
11.
Actions can affect objects: nouns
1.
Swing your arms
4.
Wave your elbow
2.
Wipe your feet
5.
Tap your heels together
3.
Shake your hair
6.
Blink your eyes
7.
Nouns can be general: indefinite article a, an; or specific: definite article
the
1.
Touch the plant
4.
Unroll a mat
2.
Wipe the table
5.
Roll the mat
3.
Push the chair
6.
Whisper to the wall

1.
2.
3.
1.
2.
3.
4.
1.
2.
3.
4.
5.
feet
6.
7.
Nouns can be modified: adjectives
Make a scary face
4.
Do a clumsy walk
Make a big boom
5.
Find a bumpy object
Make a calm noise
6.
Touch a beautiful flower
7.
Actions can be modified: adverbs
Talk slowly
5.
Shake wildly
Tiptoe quickly
6.
Lick your lips hungrily
Cry dramatically
7.
Tap your fingers mysteriously
Leap excitedly
8.
Clap your hands lazily
9.
Commands can include multiple actions for one child or multiple objects:
conjunction and
Lie down & snore
7.
Bend & squeak
Walk & sing a song
8.
Shrug & sigh
Close your eyes & hum
9.
Spin & laugh
Stand & snap your fingers
10.
Skip & sing underwater
Sit down & stomp your
(bouncing finger off lip vertically)
11.
March & whistle
Smile & clap your hands
Commands can specify where objects are: prepositions
1. Place the rug under the table

2. Place your hand behind the
curtain
6.
7.
8.
9.
3. Put the hippo in a box

4. Put a pen near an eraser
5. Put the paper at your feet
10.Enrichment of Vocabulary
11.
12.Material
-All Objects in the Environment
13.
-The Sensorial Materials
14.
-Sets of Classified Picture Cards
15.
16.Purposes -To enlarge the childs vocabulary
17.
-To help his classification of the environment
18.
-To build self-confidence in language
19.
-Refinement of auditory memory
20.
-Preparation for reading, writing, and further studies
21.
22.Age
2.5 onwards:
23.
-Enrichment of Vocabulary is offered to a child for the entire time
he/she is in the Casa
24.
*Continue to provide new levels
25.
26.
-All aspects of Enrichment of Vocabulary should be offered
throughout the day and everyday to children of all ages and
experience levels
27.
*Child needs experience with the vocabulary. Experience
precedes language.
28.
29.
30.
31.
Insatiable at this age is the childs thirst for words and
inexhaustible his capacity for learning them.
32.
The Absorbent Mind p. 175
33.
34.
35.
Classifications
36.
37.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
38.
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.
39.Keith Devlin The Math Gene: How Mathematical Thinking Evolved and
Why Numbers are like Gossip
40.p. 196-197 (Following Derek Bickerton)
41.
42.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.
43.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.
44.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.)
45.
46.
47.
Three Period Lesson
48.Montessori adopted Seguins 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:
49.
50.
51.
1st Period: Naming / Association of the Object with The Name

Choose 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:
52.
"This is ."
"This is ."
"This is ."
53.
54.
2nd Period: Recognition of the Object Corresponding to the Name
55.
Create 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):
56.
"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.)
57.
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.
58.
59.
3rd Period: Pronouncing the Word / Remembering the Name
Corresponding to the Object
60.
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:
61.
"What is this?"
"What is this?"
"What is this?"
62.
If the child is not successful at naming the objects, return to the First
Period and repeat the lesson.
63.
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.
64.
65.
Third Period Reviews
66.For 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.
67.
68.
69.
Objects in the Environment
70.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.
71.
72.
73.
Student Notes
Scripted example of a Three Period Lesson for three objects in a
classification.
74.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.
75.Teacher: This is a pencil. This is a paper. This is an eraser. Touch the
pencil.
76.Student: Touches the pencil.
77.Teacher: Tap the eraser.
78.Student: Taps the eraser.
79.Teacher: Pick up the paper.
80.Student: Picks up the paper.
81.Teacher: Close your eyes. Moves objects. Open your eyes. Repeat
with different verbs modifying the objects; switch up order. Pick up the
eraser.
82.Student: hesitates.
83.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.
84.Student: Hands teacher the eraser.
85.Teacher: Repeat with different verbs modifying the objects; switch up
order. What is this?
86.Student: A pencil.
87.Teacher: What is this?
88.Student: A paper.
89.Teacher: What is this?
90.Student: An eraser.
91.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.
92.
List of 10 examples of classifications
1. Containers box, basket, tray, jar, vase, cup
2. Cleaning Tools sponge, mop, broom, dustpan, cloth, dust brush
3. Brushes hairbrush, toothbrush, scrub brush, paintbrush, nailbrush,
filigree brush
4. Parts of the Room wall, window, ceiling, baseboard, floor, door
5. Shapes triangle, square, hexagon, pentagon, octagon
6. Dishes bowl, plate, glass, fork, knife, spoon, mug
7. Furniture sofa, chair, table, lamp, bed, dresser
8. Clothing pants, shorts, shirt, shoes, scarf, jacket
9. Parts of a Flower stem, petals, leaves, roots, pistil, stamen
10.Outdoor environment sidewalk, fence, lamppost, lawn, road
11.Instruments piano, guitar, drums, clarinet, trumpet
12.Pets cat, dog, hamster, snake, lizard, hermit crab, bunny
13.Fruits mango, kiwi, quince, apple, banana, orange
14.
15.Sensorial Vocabulary (Language of the Sensorial Materials)
Dictated Note
16.
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.
17.
18.
Picture Cards
19.Sets of Classified Picture Cards provide opportunities to offer

vocabulary for objects not readily available or practical to provide in
the Childrens 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.
20.
21.
Student Notes
Criteria for Picture Cards
o Size: just right for little hands
o Object is clearly focus of picture
o All cards in a set have the same back image unifies the set
o Container associated with classification
o Pictures only; no words
o Same style of image
o Images are proportional to real life
o Whole object shown
o Variety (8-15 cards/set) Variety within classification
o Classifications: parts of; types of; objects/places; names
General Specific
Cultural subjects
Music
Art
o
o
o
Zoology
Botany
Geography
Time/History
Sample the world dont need every existing classification
Familiar New
Cards follow interests start with your own
22.
Other Activities with Picture Cards
o True story
o Conversation
o Question Game
o Song
o
List of 10 examples of Picture Card Sets
1. Doctor Tools
2. Dog Breeds
3. Great Monuments of the
World
4. Cars
5. Cookware
6. Pars of a Spider
o
o
o Oral Game with Classifications
o
o
o
o
Poem
3rd Period Reviews
Reading
Writing
7. Parts of a Flower
8. Firefighter Equipment
9. Pets
10.Vertebrates;
Invertebrates; Fish; Birds;
Insects; Reptiles;
Mammals
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).
o
o Technique for the Oral Game with Classifications
o
Gather 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.
o
Introduce/review the process of the game, as in: Lets play a game just
in our minds.
o
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.
o
Encourage children to name something that hasnt been already
mentioned.
o
Use the same guidelines as in Command Games to affirm accuracy
within the designated classification.
o
Continue as long as time and interest allow. Dismiss the children, using
the techniques for dismissing a group.
o
o
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
o Student Notes
List of 10 examples of classifications
Fruits
Vegetables
Plants in the garden we can/cant eat
Animals we keep as pets
Names of children in our group
Shapes in the geometry cabinet
Ways we move on land/water
Modern musical instruments
Animals that live in the ocean/all 7 continents/on the farm
Paintings by Vincent Van Gogh
o
o
o
o
The Sound Game
Material
A variety of known objects whose names contain all of the sounds of
the language
See: Key Sounds in American English
Note: This material is not left on the shelf
The child practices with any objects in the environment
Purposes
speech
-To help the child become aware of the sounds (phonemes) used in
-To assist the childs exploration of words for their component sounds
-To assist articulation and pronunciation
-Preparation for writing
Age
2.5 onwards
This game is played with all children when they enter the Casa, no
matter their age
Presentation
Choose 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, (childs 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/Im thinking of something in my hand / on the rug / in the tray that
starts with (sound).
What is it, (childs name)?
Level 2: Focus on Initial and Final Sounds
Two objects with the same initial sound are placed on the rug or table, or
left in the tray.

Im thinking of something that starts with (initial sound) and ends with
(final sound).
What is it, (childs name)?
Level 3: Focus on Other Sounds in the Word at Random
Two 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 Order
Proceed 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.
Continue as long as time and interest allow. Dismiss the children, using the
techniques for dismissing a group.
Return the objects
The Sound Game has a direct relation to activities for Writing

Level 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
Extensions
Because 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: Im thinking of a
shape in the geometry cabinet that starts with t and ends with l; Im thinking
of something in the kitchen that starts with s and ends with v; Im 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.
Oh, thats 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.
Keep in mind the level of each child.
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).

Example Sound Game
Objects: apple, alpaca, spider, sponge, brush, bead, rock, shell, chest,
hippo
Teacher: Im thinking of something in the tray that starts with h. What

is it, (Level 3)?
Level 3 student: Hippo.
Teacher: Hippo starts with h. Im 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. Im 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. Im 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. Im 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: Chest
Teacher: Chest starts with ch. Im 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.
33
Writing
35
Writing
Sandpaper Letters
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)
or (as in fort)
th (as in thin)
ai (as in rain)
er (as in her)
sh (as in ship)
ie (as in pie)
ar (as in car)
ch (as in chip)
oa (as in boat)
au (as in vault)
qu (as in quilt)
ue (as in glue)
ou (as in cloud)
oy (as in boy)
oo (as in book)
-2 boxes one holds the single letters; one holds the double letters
ai
Box Organization: blue in front, any order; pink shortest in front, tallest in back
Note
Digraphs: 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
37
Writing
Sandpaper Letters
Presentation with Single Letters
Choose 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
them
3. Choose 3
a. Choose three most contrasting letter: sound & appearance
b. If possible, choose first sound in childs name (first or last)
i. If not, m for mom or d for dad
Choose one sound; connect to sound game
1. Place letters on table, slowly one at a time, place letters face down in
upper right corner
2. Im going to think of some words that have /sound/ in them.
3. Pause so that child may offer words
Show and trace
1. Turn over tip sandpaper letter
2. This is (sound).
3. Show tracing fingers
4. Trace letter and say sound, x3
5. You can trace (sound).
6. Place in upper left corner face down
7. Repeat for remaining letters
Three Period Lesson
1. 3PL, as usual, using all three sandpaper letters
2. 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 Letters

You can present a double letter when the child is successful in the 3 rd period
with those two letters separately
For first presentation, can present one double letter with two single letters
Present in same manner as Single Letters (see presentation)
Additional Notes
Make commitment: Once you start the sandpaper letters do 3-6 letters every
day. Do not drag it out!
39
Writing
Sandpaper Letters
If child is having difficulty, place childs hand on top of your own & then trace
the letter.
Sensitize fingers when refining skills, not when using Dont 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 Lesson

1. 3rd period review to check which letters child knows
2. Align the letters on the table matching baselines
3. Trace letter, then say sound
a. Continue sound of 1st letter while tracing 2nd letter
b. Tracing fingers connect the letters
c. Blend sounds
Child should know a lot of letters
Double letters may be used in this presentation
Present with two letter boards
o Child may use as many as she wishes
Record Keeping
1. 3rd period review on 3rd day
2. Write all letters & numbers on a notecard
3. Under line presented letters
4. circle letters child is confident with
Options for Older Children

Team now older child with experience older child
Game
Each child chooses a letter they know
Trace, 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 letters
Say sound, trace above letter in the air
Lay out a few letters on a rug
These are your letters for today
41
Writing
Sandpaper Letters
Look at Handwriting section for ideas
Continue sound game parallel to sandpaper letters
Trace letter trace it on the table
Trace letter in the rug
Trace letter in the air
Trace letter on the childs back, child guesses which letter
43
Writing
Moveable Alphabet
Moveable Alphabet
Material
A large box, divided into compartments
Sets of letters of the alphabet (lower case cursive) consonants in red or pink,
vowels blue
Optional a striped rug to provide lines
Purposes
To help the child explore and analyze known language and
represent words
with graphic symbols
Preparation for writing and reading
Age
Control of Error
3.5 4 and onwards

none
Preparation
Success with the Moveable Alphabet is directly
related to the childs
preparation and the timeliness of the initial presentation
Extensive experience with all aspects of Spoken Language will support the childs
independence in thinking of words to build with the Moveable Alphabet
Confidence at the fourth level of the Sound Game will assure the ability to analyze
the component sounds of a word
Familiarity with a large number of single and double Sandpaper Letters will facilitate
independent association of letters with sounds.
soap cloth
baisin
woter
Writing
Moveable Alphabet
Presentation
Orient to the box
Invite child to take out letters she recognizes
Help her place them on the rug, being sure to orient their baselines (on blue line)
Verify letters the child knows
rd
3 period review
Choose a familiar classification
e.g. all the materials in a specific activity; animals kept as pets
Im thinking of the word ---
choose word that can be correctly spelled phonetically
Analyze sounds and find letters
Sound out
Place sounds on the rug
Close together to show it is a word
Repeat; engage child as much as possible
Invite child to think of a word
Return letters
Stack letters at bottom of rug
Return 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
Writing
Metal Insets
Metal Inset Images
Writing
Metal Insets
Metal Insets
Material
Two stands with a slanted back and a narrow edge at the bottom
Each 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 Triangle
The ten insets have the same measurements as the matching
insets in the Geometry Cabinet
Colored pencils
Pencil holders
Trays
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 Presentation
Gather materials
Choose a metal inset & frame
Piece of paper
3 colored pencils
Align paper and frame
Demonstrate pencil grip then trace
Trace
Begin in lower, left of frame
One movement
Align inset, then trace
Align inset so that no pencil marks are visible
Trace
Begin in lower, left of inset
One movement
Fill interior
Now Im going to fill in my shape
Vertical zigzag
Begin in lower left
Transfer
Would you like to use this shape or choose another?
Insets in Combination
1.
2.
3.
4.
No longer use the frame

Superimpose the insets in some way touching
Trace each shape with a different color
Fill in one shape completely
a. Use same color as outline
Fill in empty space with another color
Reading
Phonetic Object Box
Reading
Phonetic 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 teachers 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
reading
All of the preparations of the eye and of the mind for
Presentation
Gather materials
Phonetic Object Box
Teachers writing materials pack
Orient to objects; agree on names
1. Take each object out of the box
2. Name
a. Lets call it a (______) right now.
Introduce the game
Im going to think of one of these objects, but Im not going to say
which one. Im 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
Repeat
3. Read each slip together & check that it is properly matched
4. Gather slips up
5. Invite child to match slips again
Transfer
Reading
Phonetic Object Box
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
Reading
Phonograms
Phonograms
Material
Phonogram 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
-Teachers writing supplies (for the presentation)
Phonograms with the Moveable Alphabet
Small 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 childs 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
Trainers Album
Reading
Phonograms
Reading
Phonograms
Phonogram Object Box
Presentation:
Present exactly like Phonetic Object Game
Differences
The presence of phonograms
Help the childs 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 materials
Third period review
Play the game
Repeat
Transfer
Introduce the printed labels for independent work
Other Activities for Phonogram Reading:
Reading
Phonograms
Moveable Alphabet with one Key Phonogram at a time
Gather materials
1. Check for dirty hands
2. Gather materials
o a rug
o two boxes of single-color
Orient to box
3. Sing the alphabet song
Choose phonogram object
4. Invite child to think of one of the objects from the phonogram box
Write word with phonogram in contrasting color
5. Where is (phonogram) in (word)?
6. Build word
Build list; align phonogram
7. Lets think of another word.
a. Think & build more words that have the phonogram in the first
word
i. Align phonograms
Transfer
8. Stack letters that are the same
9. 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 manner
Notes:
Phonogram can be anywhere in the word: beginning, middle, or end
Spelling (for the child) is not important
Reading
Phonograms
oy
boy
coy
doy
joy
moyst
noysee
roy
soy
toy
Exploration: Vowel-based phonograms (example: or)

1. Lets try every letter in front of (phonogram), and decide if its a word.
2. Dont quiz, but feel free to have a conversation about any questionable words
Reading
Phonograms
ash
bash
cash
dash
flash
gash
hashbrouns
(cont.)
sash
Exploration: Consonant-based phonograms (example: sh)
1. Add vowel & then complete
2. Put away; choose another vowel phonogram
3. Suggestions: put phonogram first
Reading
Phonograms
Key Phonogram Booklets
Choose booklet
1. Orient to front and back cover
2. Isolate phonogram in first word
3. 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 childs 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?
Reading
Phonograms
Alternate Spelling Packets
Choose 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 & Packet
Key phonogram booklet ee
sleep
keep
meet
seem greet
booklets in the packet ee

ie
chief
pier
brief
ea
treat
eat
feast
tear
e-e
eve
here
ey
key
alley
trolley
y
hobby
jelly
messy
happy
greet
screen
seek
weed
free
peek
street
feel
field
yield
priest
belief
grief
heap
speak
leap
tea
team
dream
clean
cream
delete
complete
kidney
valley
donkey
pulley
hockey
sandy
copy
muddy
study
fifty
funny
body
puppy
Reading
Phonograms
Related Activities: Spelling
oi
join
poin
t
oink
moi
st
oy
boy
toy
oys
ter
moys
t
Writing From Memory Individual work

1. Gather materials
2. Set up as a distance game
3. Read booklet
4. Write with Moveable Alphabet from memory
a. As many as child can remember
5. Check
a. Using the packet: check spelling, correct if needed
Reading
Phonograms
Writing From Dictation - Two-person work

Basic Introduction
1. One child read word from packet
2. 2nd child writes word with the moveable alphabet
3. 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/
Alternate spelling books

Flip booklet over to show tiny letters on back cover
Dont 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
Reading
Phonograms
1.
2.
3.
4.
5.
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:

Say & show word
Give a few examples for each word
Turn word over repeat for each word
Turn all cards face up
3PL as usual
Sample Puzzle words

for
they
oh
again
what
that
any
every
island
give
sew
enough
does
Related Activities: Spelling
Writing from Memory - Individual work

Can play Concentration
Can use moveable alphabet, write puzzle words
Look at card if cant remember
Bring Me
Writing from Dictation - Two person work

1. One child reads puzzle word from cards
2. Then, 2nd child writes word using the moveable alphabet
3. After writing all of the words, children check built words with cards
Reading
Phonograms
Reading Classification
Material
Objects in the Environment
For the Presentation: The teachers writing supplies for one word
For 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 Materials
For the Presentation: The teachers writing supplies for one word
For Independent Work: Slips for the qualities of the sensorial materials, in
print
Three-Part Cards that match the picture cards of enrichment of
vocabulary
For 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 red
Stage 2: The definition complete, with the key word in red on a
separate piece of paper
Stage 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
Phonograms
-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
-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
Reading
Phonograms
Definition Booklets:
Definitions in Three Stages:

Stage 1
Stage 2
Stage 3
Reading
Phonograms
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:
Scissors
The teachers writing supplies for phrases
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
Presentation
Individual Child
Oral Introduction
Written Presentation
Reading
Phonograms
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)
Scissors
The teachers writing supplies
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
Reading
Phonograms
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
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
noun
Command games that feature multiple adjectives for one
Presentation
Individual Child
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)
Reading
Phonograms
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
Scissors
The teachers writing supplies
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
Reading
Phonograms
Function of Words: Conjunction
Material
-Prepared slips in print, with phrases for a set of related objects
-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)
-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 teachers 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
conjunction and
Command games that feature multiple objects with the
Symbol
Conjunction: pink rectangle
Question
Conjunction: Which word joins the other words together?
Presentation
Function of Words: Preposition
Reading
Phonograms
Material
-Prepared slips in print, with phrases for a set of related objects
-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
-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
-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?
Presentation
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
For the Presentations: -A set of related objects, such as the farm, a
Reading
Phonograms
doll house, etc.

-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
Symbol
Verb: large red circle
Question
Verb: Which word tells you something to do?
Presentation
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:
Reading
Phonograms
Tenses:
Internal Actions:
Function of Words: Adverb

Material
-Prepared slips, in print, with phrases including a verb and
adverb, such as run quickly
-Scissors
-The teachers writing supplies for phrases
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 ()?
Presentation
Reading
Phonograms
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
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
Presentation
Individual Child
Exploration: Multiple Adverbs for One Verb
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
Reading
Phonograms

-Scissors
-Teachers writing supplies
Purposes To help the child interpret what is read

To 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
Note
With the activities in Continuation of Commands, the child focuses attention
on the action; only symbolize the actions
Presentation: Double Commands
Gather materials
Write a double command
Child acts it out
Identify actions
Transpose
Symbolize the actions
Repeat
Introduce independent work
Presentation: Double Commands with One Object

Reading
Phonograms
Presentation: Double Commands with Two Objects

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 teachers writing supplies for sentences
-Scissors
Presentation: Hunting the Subject
Write sentence and invite child to read and act out
Ask the leading questions
Reading
Phonograms
Transpose
Restore
Presentation: Hunting the Object

Write sentence and invite child to read and act out
Ask the leading questions
Transpose
Restore
Stage II the childrens independent work

Material: -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 childs part.
-Optional: the sentences in duplicate
-Childrens 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 Work

The 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.
Reading
Phonograms
Note: Reading Analysis Chart 1
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
Reading
Phonograms
-Prepared slips with simple sentences in print the sentences will

include adverbial extensions and sometimes an indirect object
Presentation:
Gather and layout materials
Choose sentence
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
Reading
Phonograms
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
Age After independent work and confidence with Simple Sentences with
Extensions
Presentation:
Choose sentence
Child cuts and places all known pieces
Reading
Phonograms
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
Age After independent work and confidence with Simple Sentences with
Extensions and with Attributes
Preparation
The Question Game
Presentation:
Choose sentence
Child cuts and place all known pieces
Reading
Phonograms
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 cant; he will hell; 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
Purposes -To enrich the childs vocabulary
-To increase the childs understanding of the nature of words
Age 5.5 onwards
This 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
Reading
Phonograms
Introduction: Oral Game
Presentation: Reading
Gather 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
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 Pitches
1. Play up & down scale, singing names (C, D,E)
2. Take each note, notice and say names
3. Play and sing
4. Find C note and put it in front of the bell
5. Look at the back of notes; check that notes are in order
6. Mix up notes
7. Repeat activity
Following Activities for Repetition and Practice
Random (from box/bag)
1. Choose a note at random from the bag/box
2. Identify note
3. Play corresponding bell
4. Place note in front of bell
5. Turn over and check notes
Group game in order, then at random
In order:
1. Gather a small group of children
2. Divide up notes
3. Ask, Who has C?
4. Child who has note:
a. Steps forward
b. Plays bell
c. Places note on the staff
5. Repeat for remaining bells
Random:
1. Gather a small group of children
2. Divide up notes
3. Call on one child to come forward
a. Child identifies note she has
b. Plays bell
c. Places note on the staff
4. Repeat for remaining bells
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
-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 Practice

Random (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
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
Presentation:
Composing a Melody at Random
Presentation: Notating a Melody
Music
Appreciation Story
Vivaldis 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 mans 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. Lets see if we can hear the
fast and slow parts. (Listen to a snippet of each season.)

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Spoken Language

-The following activities are based in everyday experience. Any object

-To build confidence in language

Did you know that?

Examples for Ending a Conversation

Examples for Inviting Children to have a Conversation Together

How to decline a conversation/encourage saving conversation for later:

Technique for Telling a True Story

Tell the story:

stove. Well my skillet was heating up hey scrambled my eggs with

From the Guides Own Experience

About an Object in the Environment

About a Picture Card from a Classified Set

About Another Place or Time

Technique for Reading a Story from a Book

them. When reading a book it is particularly helpful if the reader is seated a

27.Sunshine. Jan Ormerod. 2004. Frances Lincoln Children's Books.

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

1. Tree House by Shel Silverstein

A street house, a neat house,

2. Afternoon On A Hill by Edna St. Vincent Millay

4. Who Has Seen the Wind by Christina G. Rossetti

It made a blanket soft and white.

that is the way

I have an alarm clock

The Question Game

Technique for the Question Game

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

story with other students?

Give an experience-level command (based in your planned classification and

Commands can specify where objects are: prepositions

1. Place the rug under the table

3. Put the hippo in a box

Three Period Lesson

48.Montessori adopted Seguins lesson in three parts as an optimal

1st Period: Naming / Association of the Object with The Name

Objects in the Environment

70.The children should know the names of every object in the

19.Sets of Classified Picture Cards provide opportunities to offer

This Game parallels the Third Period of a Three Period Lesson. In

Use general classifications for younger children (such as

The Sound Game

left in the tray.

The Sound Game has a direct relation to activities for Writing

When child hears a wrong sound:

Oh, you hear that.

Oh, thats interesting.

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

Keep in mind the level of each child.

Teacher: Im thinking of something in the tray that starts with h. What

Level 3 student: Hippo.

Teacher: Hippo starts with h. Im thinking of something that starts

Level 4 student: Apple.

Teacher: Apple starts with a and ends with l. Im thinking of

Level 1 student: A shell.

Teacher: There is l in shell. Im thinking of something that starts with

Level 2 student: Brush.

Level 3 student: Bead.

Teacher: Bead starts with b and ends with d. Im thinking of

Level 4 student: Alpaca.

Teacher: You can tell me the sounds in order.

Level 1 student: Chest