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Word Cards

Phonics

Word Study

Grammar

Sentence Analysis

Composition

Montessori discovered a child's natural development leads in the following progression:

 

First - to Spell (otherwise known as encoding)

Second - to Write (handwriting)

Third - to Read (otherwise known as decoding)

E. M. Standing in his book, Maria Montessori, Her Life and Work explains how Maria Montessori and her assistants made two sets of alphabets in cursive -  one set cut out of cardboard (i.e. Movable Alphabet) and the other out of sandpaper  and mounted on a little wooden board (i.e. Sandpaper Letters). Children, ages 4-5, were not taught the names of the letters, but only the sounds they represent. They were encouraged to trace the forms of the sandpaper letters with their “writing fingers” (the first and second fingers). One day a five year old made a discovery… “To make Sofia you need S, O, F, I and A.” 

This was spelling, but this was not reading.

Some time later while drawing a picture of a chimney, a boy burst out full of enthusiasm saying “I can write, I can write,” and knelt down on the pavement and wrote with a piece of chalk the word “hand,” then “roof” and “chimney.” Other children started to gather round and a couple of them trembling with excitement said.” Give me the chalk, I can write too,” and they wrote various words…. It was the first time any of them had written.

This was handwriting, but this was not reading.

Montessori found that handwriting came several months before reading. For six months this group of children practiced writing, which to them became a continuous and unlimited exercise. One day Montessori, without saying anything, wrote on the black board some little sentences such as, “If you love me, give me a kiss.” “If you can read this, come to me.” For several days nothing happened. On the fourth day a little girl came up to Maria Montessori and said, “Here I am.” A short time after another came up and gave her a kiss. They had discovered communication in a new way, without a word being spoken. As she wrote more little commands on the board, the children trembled with eagerness as they read and responded.

This was reading!

As Maria, herself, reflected, “It took time for me to convince myself that all this was not an illusion. One of her teachers even commented. “When I see such things I think it must be the holy angels who are inspiring these children.”

The point in this story is to illustrate that there is a natural progression from spelling to handwriting to reading. Most often in our schools, unfortunately, we will see the reverse taught – first reading, then handwriting, then spelling.

1). WORD CARDS

Using three-part cards for word recognition and vocabulary development.

You will find several sets of these at http://www.montessorimaterials.org

2). PHONICS and HANDWRITING

The spontaneous explosion into handwriting is grounded in the preparatory works of the Sensorial exercises:

the knobbed cylinders prepare the child with practice in the three finger grasp for pencil grip; the sandpaper touch boards prepare the child with practice in lightness of touch; the geometric insets prepare the child with tracing and drawing practice using controlled movement of the hand and wrist; the sandpaper letters prepare the child for the actual handwriting of the symbolic alphabet with practice in movement resulting in a muscular memory of each letter.

 

 

Geometric Insets

The Geometric Insets are used as a preparatory work for handwriting.

Geometric Inset Templates Pink and Blue

Geometric Inset Templates Outlines

 

Sandpaper Letters

Used to teach the phonetic sounds of the letters.

The child traces the sandpaper letter lightly with the first two fingers as he pronounces the sound the letter (or letter combination) makes. If you would like these letters larger or smaller you can enlarge them or reduce these masters at your local copy store or you can change the percentage in your print dialog box.

(See our new Greek Sandpaper Letters - see Word Study)

 

MM Script (similar to D’Nealiean)

Manuscript

Cursive

Cursive Vowel Combinations

Cursive Consonant Digraphs

- note that five of these create new sounds:

sh, ch, th (this), th (thin), wh)

 - the other five have sounds that are already in the alphabet:

ph (f), wr (r), ck (k), gn and kn (n)

 

We start with the traditional manuscript forms for lettering:

For UPPER CASE (capital) letters we use the wooden manipulatives from Handwriting Without Tears as an introduction to letters.

For LOWER CASE letters we use the Montessori Sandpaper Letters mounted on 3" x 5" mat board so that it will fit in a Tackle Box. We introduce CURSIVE lettering when we start working with the Phonics Green level vowel combinations.

 

SANDPAPER LETTERS are made using 150 grit (fine) sandpaper mounted on colored mat board with rubber cement. The consonants are mounted on red mat board and the vowels on blue mat board. 

For the VOWEL COMBINATIONS we use green stiffened sticky-back "Presto Felt" on light blue mat board.

 

We suggest blue mat board because they are VOWEL combos, and dark green felt because they belong to the Green phonics group for vowel combos. Many Montessori teachers believe that if phonics are properly taught with the Sandpaper letters, there is no need to teach the consonant blends separately - even though the sounds "blend" quickly together they are still the original individual sounds. However, you would want to teach the sounds of the consonant digraphs  - so if you make consonant combo boards, I would suggest blue felt on red mat board. (Most traditional consonant and vowel combos are made with sandpaper and green board.)

 

           

 

Printed Moveable Alphabet for Spelling   © 2005

Used for word building, to spell out words.

Note: when placed in the tackle box, the letters "x" and "z" are placed on the right side of the "w" and the "y" standing up against the side of the divider. (hard to see in this photo).

 

Handwriting Practice

Blue Marker Paper 4-1 (for individual letters)   © 2003

Used above to practice lettering. Stapled into a booklet with colored cover.

Blue Marker Paper 3-1 (for 3-4 letter words)   © 2003

 

Fishbowl Word Lists for reading   © 2003

Montessori Phonics generally has three levels. The PINK level has simple phonetic words with short vowels. The BLUE level introduces consonant blends and combinations. The GREEN level covers vowel combinations. The Fishbowl words are placed in a small glass fishbowl. The child draws out a random number of cards to work with and then tries to decode the words (to read them). The child may choose to later write the words in a notebook.

 

My children decided to use the fishbowl words with a minute timer to either beat the clock, or to determine how many words per minute they can read. To beat the clock they grab a random handful of word cards and try to read them all before the time runs out. To determine words per minute, dump the word cards into a shallow container or onto the table and make a second pile with words as they are read. When the hour glass minute timer runs out of sand the child counts the number of words read. This is a fun variation for those who like to compete with themselves. If being timed or trying to beat the clock causes your child stress then there is no need to use this variation.

 

We have also used the Fishbowl words to practice putting words in alphabetical order, placing cards alphabetically in a column. Older children may use these words for vocabulary work as I have included a number of uncommon words. Definitions may be found at WordSmyth.

PINK - SHORT VOWELS

Pink Fishbowl Words   ©  2006 Livable Learning Exclusive

Pink Fishbowl Word List   ©  2006 Livable Learning Exclusive

Montessori Made Easy - Pink Fishbowl Definitions  ©  2006 Livable Learning Exclusive

BLUE - CONSONANT COMBINATIONS

Blue Fishbowl Words   ©  2006 Livable Learning Exclusive

Blue Fishbowl Word List   ©  2006 Livable Learning Exclusive

Montessori Made Easy - Blue Fishbowl Definitions  ©  2006 Livable Learning Exclusive

GREEN - VOWEL COMBINATIONS

Green Fishbowl Words   © 2005

Green Fishbowl Word List   © 2005

Sight Words

 

Sight Words   © 2003  

Sight words (sometimes called Memory or Puzzle Words) are words that readers recognize by sight (i.e. in less than one second) without having to figure them out. They are words that must be recognized instantly in order to keep one's reading fluent. Many sight words are not phonetic and *cannot* be sounded out. Other sight words *can* be sounded out phonetically but should be recognized quickly because they appear with high frequency in what we read.

I printed out two sets of cards - one on white and one on orange (or you could use lavender - light purple) paper. We like to play Bingo with the sight word cards - set up your square bingo card with 9 or 25 white sight word cards - using the colored sight word cards to call the words. When a matching word is called the card is turned over instead of using the traditional Bingo markers.

With my three-year-old I have also used these cards for recognition. I take about six colored sight word cards and set them in a row. Then with the matching set of white sight word cards, I hand one to the child and say find (-------) saying the word. He then recognizes the word and matches it to the cards on the table or mat. Two part card activities can also be done with younger kids by having them set out all the colored cards in the set and then one at a  time matching the white cards to the colored cards. They do not have to know how to *read* the word to do this activity. 

An older child can use these like the fishbowl words by taking a set of cards and first setting the words out and reading them to himself, then reading them to the teacher, and then copying the words in his notebook.

For the Sight Words I used the smaller Plano 3705  (9"L x 7"W x 2"H)  tackle box - putting 25 word sets standing on end (50 cards all together - set of white/set of orange) in each of the 16 compartments. On the back of each card, with permanent marker, code each set with a number. The words are printed in order of frequency, so number the first 25 words (on both colors) with #1, the next 25 words with #2 and so on with each set of 25. Then if you have more than one child playing Bingo - you can mix up  two sets of sight words to make your Bingo cards.

3). WORD STUDY

Charts

Montessori designed charts like these to be printed and hung on the wall. For homeschooling purposes these charts can be laminated or placed in a binder with "protective sleeve" pockets. The child is to take the charts "in hand" and using the printed movable alphabet, and using two colors of letters the child should spell out the words using one color for the root and another for the suffixes.

 

List  I 

was designed to list diminutive, augmentative and pejorative suffixes.

Diminutive suffixes are those that indicate smallness, youth, familiarity, endearment, affection, or inferiority.

Augmentative suffixes are those that indicates an increase in size or intensity, something  large, awkward, or unattractive

Pejorative suffixes indicate the undesirable; a negative or demeaning impression

I have not found many suffixes in English that are augmentative or pejorative.

 

List I   © 2004 Livable Learning Exclusive

List I - vocabulary definitions    © 2004 Livable Learning Exclusive

 

Etymology - study of Greek and Latin Roots

Greek

For further studies in the Greek Language  I recommend:

Basic Greek in 30 Minutes a Day

available at http://www.kolbe.org

Greek Light Units by Christian Light Publications

available at http://www.clp.org

Greek Sandpaper Letters  © 2004  Livable Learning Exclusive

Greek Movable Alphabet and Pronunciation Chart © 2004 Livable Learning Exclusive

Greek Letter and Handwriting Guides  © 2004 Livable Learning Exclusive

Greek Roots  (compatible with English from the Roots Up)  © 2004

Greek Words  © 2004 Livable Learning Exclusive

Greek Abbreviations  © 2004 Livable Learning Exclusive

       

Latin

Latin Roots  (compatible with English from the Roots Up)  © 2004

 

4). GRAMMAR

Command Games

Verbal exercises to be played before introducing the part of speech in the Grammar Farm activities. (i.e. play the Noun Command game before working with the noun cards and objects in the Grammar Farm) 

 

Summary of the Grammar Command Games  © 2006 Livable Learning Exclusive

 

 

 

Templates for Detective Adjective Game include seven different triangles in three colors and three sizes. This Grammar Command Game teaches the child the importance of descriptive adjectives.

 

Detective Adjective Game full color

Detective Adjective Game outlines only

Detective Adjective Game Control Sheet  © 2006 Livable Learning Exclusive

Detective Adjective Game Word Cards  © 2006 Livable Learning Exclusive

Detective Adjective Game Command Cards 

 

 

The Montessori Farm

The Farm is the "concrete" experience, using objects for introductory works in Grammar, later to be followed by the “abstract” and more advanced series of 8 Grammar boxes. To be introduced when the child is working with the Blue Level Phonics. These exercises are done so the child can begin to *unconsciously* understand the function of the different parts of speech.

FARM I: Noun, Adjective, Verb

Farm One Word Lists © 2004 Livable Learning Exclusive

 

Farm One Word Cards © 2004 Livable Learning Exclusive

Objects are from the Deluxe Farm Set listed below. Word cards are organized with the sets of objects. 

 

FARM II: All Eight Parts of Speech

 

Farm Grammar Word Lists for Farm I and II

(still a work in progress)  This is to be used as a Master list to help you think about what materials and words you could choose. Do not feel that you have to use all the words listed. Start with 15-25 nouns according to the materials you are using and then match the adjectives and verbs to the nouns you have chosen. For Farm I a set of chickens, ducks, hogs, dog and cat with a basket will get you started. For Farm II you can use the Deluxe Farm Play Set below or choose an alternative miniature environment such as the constructive play set below. To see what we did with our Farm Set click HERE.

 

        Note: Another good resource for farm sets is Action Toys.

The Eight Grammar Boxes

 

(Left) Grammar Box Control Chart in a 5-1/2 x 8-1/2 Binder

(Right) Grammar Cards Control Card on top and Grammar Cards below

 

Box #1 ARTICLE and Noun   Articles Tan - Nouns Black

This "box" includes four sets of cards.

 

Box #2 ADJECTIVE, Article and Noun   Adjectives Brown - Articles Tan - Nouns Black

This "box" includes five sets of cards. Each set relates to sensorial descriptors. The first set of Grammar Box #2 is designed like all of the sets from Grammar Box #1 where you can leave each row of tan/brown/black cards attached so you can use them as control phrases and cut apart the second set for individual word cards - see photo above. In the first word Set A of Grammar Box 2 - I took my liberties with some of the word sets and added a few nouns.

 

The other four sets are designed to be used as Montessori designed them. First the child is to find and place on the table the objects as described on the control cards, e.g. the green color, the blue color, the red color (using the Color Tablets). Then the child builds the phrases one at a time using the color-coded word cards, e.g. "the green color" -  then when forming the second phrase only the word card "green" is picked up and then replaced with the next adjective, in this case "blue" - this is why there are not duplicates of words from the control list. The items are found as sets but the phases are constructed one at a time.

 

I plan to store all these "boxes" in one orange tackle box. So instead of having nine separate boxes of materials for these Grammar activities you can store each "box" in its own section in the tackle box. You could also use a drawer system with the multi-drawer units such as those used for fishing tackle or nails and screws.

 

Box #2 ADJECTIVE Command Cards

To follow the activities with the word cards from Grammar Box 2 - the command cards enable the child to physically "act out" the adjectives.

5). SENTENCE ANALYSIS

Irregular Verbs -  (compatible with Easy Grammar)

For this activity print out all the pages on the same color paper. The cards are coded with colored sticker dots on the back side before laminating. This is a very large work when it is laid out. Color code the header cards with round sticker dots as follows:  Infinitive - no sticker, Present - red, Present Participle - yellow, Past - blue, Past Participle - green. Place the header cards horizontally and place each Infinitive card vertically in the first column. The child then mixes the rest of the cards and places each in their proper column and row.

6). COMPOSITION

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Last modified: 05/20/08