Download Sandpaper Letters

MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Sandpaper Letters
Material
The letters of the alphabet in lower case cursive, made with sandpaper and mounted on separate thick
cards or wood as follows:
Single consonants are mounted on red or pink
Single vowels are mounted on blue
Double letters (digraphs) representing certain key phonemes and known as “phonograms.”
These are mounted on green. In American English, the key phonemes are:
ee (as in tree); ai (as in rain); ie (as in pie); oa (as in boat); ue (as in glue);
oy (as in boy); or (as in fort); er (as in her); ar (as in car);
au (as in vault); ou (as in cloud); oo (as in book)
th (as in thin); sh (as in ship); ch (as in chip); qu (as in quilt)
2 boxes – one holds the single letters; one holds the double letters
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
Presentation with Single Letters
Choose 3 single letters
Choose one sound; connect to sound game
Show and trace
Three Period Lesson
Presentation with Double Letters
Control of Error
The Connection Lesson
Record Keeping
Options for Older Children
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Moveable Alphabet
Material
A large box, divided into compartments
Sets of letters of the alphabet (lower case cursive) – consonants in red or pink, vowels in 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
3.5 – 4 and onwards
Control of Error
Preparation
Success with the Moveable Alphabet is directly related to the child’s preparation and the timeliness of the
initial presentation
Extensive experience with both aspects of spoken language (Enrichment of Vocabulary and Language
Experience) will support the child’s 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.
Presentation
Verify letters the child knows; orient to box, and placement on rug
Building Words:
Choose a familiar classification
“I’m thinking of the word ---“
Analyze sounds and find letters
Repeat; engage child as much as possible
Return letters
Transfer
Extending Work with the Moveable Alphabet
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
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
Cardboard or wooden underlays, 14 x 14 cm (5.5” x 5.5”)
Paper, 14 x 14 cm (5.5” x 5.5”)
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
Align paper and frame
Demonstrate pencil grip then trace
Align inset, then trace
Fill interior
Transfer
Insets in Combination
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
The Phonetic Object Box
Material
A box or basket
10 objects whose names are spelled phonetically (each letter in the word has the sound given with the
single sandpaper letters) – examples: cup, lid, basket, pin, rabbit, stamp, etc.
Prepared slips with the matching names in print
For the Presentation: The teacher’s writing supplies
Purposes
To help the child realize that he can analyze and synthesize the graphic symbols of a written word in
order to discover its meaning
Introduction to reading as silent communication
Age
Observed spontaneous reading
Control of Error
Preparation
All of the preparations of the eye and of the mind for reading
Presentation
Gather materials
Orient to objects; agree on names
“Let’s play a game with these objects! I’m going to think of one of these objects, but I’m not going to say the name it,
I’m going to write it down. You can see if you can tell which object I am thinking of!”
Write slip
Invite child to say the sounds she sees. Assist as needed
Delight with child
Repeat
Transfer
Introduce printed slips for independent work
Other Activities for Phonetic Reading
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
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.
Double letters (digraphs) representing certain key phonemes and known as “phonograms”.
These are mounted on green. In American English, the key phonemes are:
ee (as in tree); ai (as in rain); ie (as in pie); oa (as in boat); ue (as in glue); oy (as in boy);
or (as in fort); er (as in her); ar (as in car); au (as in vault); ou (as in cloud); oo (as in book) , th (as in
thin); sh (as in ship); ch (as in chip); qu (as in quilt)
Printed labels for independent work
Teacher’s 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)
Note about materials:
Purposes
To assist further exploration of the child’s own language
To give more keys to reading
To create awareness of spelling
Age
After independent work with the Phonetic Object Box and other phonetic reading
Activities with phonograms continue until the child leaves the Casa, and is parallel to 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.” - Trainer’s Album
Presentation: Phonogram Object Box
Gather materials
Third period review
Play the game
Repeat
Transfer
Introduce the printed labels for independent work
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Other Activities for Phonogram Reading:
Phonograms with the Moveable Alphabet
Gather materials
Orient to box
Choose phonogram object
Write with phonogram in contrasting color
Build list; align phonogram
Transfer
Exploration: Vowel-based phonograms (example: or)
Exploration: Consonant-based phonograms (example: sh)
Phonogram Booklets (for Key Phonograms)
Choose booklet
Orient to front and back cover
Isolate phonogram in first word
Invite child to read; help as needed; discuss meaning
Spelling
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
Related Activities
Writing From Memory Individual work
Gather materials
Set up as a distance game
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Read booklet
Write with Moveable Alphabet from memory
Check
Writing From Dictation Two person work
Basic Introduction
More Challenging
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:
Related Activity: Spelling Fun with Puzzle Words!
Writing from Memory Individual work:
Writing from Dictation Two person work:
Reading Classification
Material
Objects in the Environment
For the Presentation: The teacher’s 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 teacher’s 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
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
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 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 (Language Experience)
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:
Writing with individual or small group
Independent work
Sensorial Vocabulary:
Writing with individual or small group
Independent work
Three Part Cards:
Demonstrate with a familiar set
Transfer
Introduce control set
Note: Ideas to stimulate reading
Definition Booklets:
Definitions in Three Stages:
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Function of Words: Indefinite and Definite Article
Material
A box or basket
A set of generally phonetic objects: several of some objects (typically 3 or 4); only one of other objects
Prepared slips with the matching names, in print
Prepared slips with the corresponding articles, in print
For the Presentation: The teacher’s writing supplies for phrases
Scissors
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’
Enrichment of Vocabulary: command games that feature ‘a’ and ‘the’
Presentation Individual Child
Oral Introduction A second-period type game with the objects and articles, emphasizing that we use “the” for a very
particular object, and we use “a” when it could be any of the objects
Written Presentation
Play the game as before, with writing instead of orally.
Cut the article from the noun
Mix, and invite the child to read and place the slips – first the nouns, then the articles
Introduce the independent work
Function of Words: Adjective
Material
A set of objects, in some way related to each other, such as ‘the farm’, ‘a doll house’, ‘objects in the
Practical Life Area’ etc. The related objects can be distinguished by an adjective (some quality, such as
color, size, texture, appearance, use, etc.)
The box of grammar symbols
Prepared slips with phrases for a set of related objects, in print (article, adjective, noun)
For the Presentation:
The teacher’s writing supplies
Scissors
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
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Preparation
Enrichment of Vocabulary: command games that feature adjectives
Enrichment of Vocabulary: language of the sensorial qualities
Questions:
Noun: “Which word tells you the name of something?”
Adjective: “Which word tells you what kind of (noun)?”
Definite Article: “Which word tells you it was a very particular (adjective, noun)?”
Indefinite Article: “Which word tells you it could have been any (adjective, noun)?”
Presentation Individual Child or Small Group
Gather materials
Write slip – leave out target vocabulary
Invite child to bring that object
Write adjective
Invite child to bring new object
Repeat for two or three more slips
Cut and transpose, explore
Ask questions and symbolize
Repeat for remaining slips
Introduce independent work
Function of Words: Logical Adjective Game
Material
A box or basket
10 black cards – each with a noun, in print
10 blue cards – each with an adjective, in print: each adjective will describe at least one noun in the set
The box of grammar symbols
Purposes
To help the child become aware that there can be more than one adjective for each noun
To help the child become aware that there are different adjectives for different nouns
Preparation for creative composition
To stimulate exact observation
Age
After independent work with the adjective
Preparation
Enrichment of Vocabulary: command games that feature multiple adjectives for one noun
Presentation Individual Child
Gather materials
Read and place black cards
Place first blue card, read, decide
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Leave it, or move to next black card
Repeat until all nouns have an adjective
Invite child to read combinations
Ask questions and symbolize above columns
Exploration: Multiple Adjectives for One Noun
Function of Words: Detective Adjective Game
Material
A box
63 triangles as follows:
7 different types in three colors (red, blue, yellow) and three sizes (small, medium, large)
Prepared slips, in print, as follows:
the, triangle, small, medium, large, red, blue, yellow, right angled, acute angled,
obtuse angled, equilateral, scalene, isosceles
The box of grammar symbols
For the Presentation: The teacher’s writing supplies
Scissors
Purposes
To help the child become aware that adjectives can single out a particular object from a group (the
detective powers of the adjective)
Age
After independent work with the logical adjective
Preparation
The vocabulary for triangles from the geometry cabinet
Sensorial vocabulary for colors and size
General Pattern for the Detective Adjective Game: Write adjective, read, put away all objects that are NOT that,
bring object, read phrase, affirm object conforms, but not the object you are seeking. Repeat
Presentation: Individual Child or Small Group
Function of Words: Conjunction
Material
Prepared slips in print, with phrases for a set of related objects (article, adjective, noun)
Prepared slips, in print, with the conjunction ‘and’; there should be one ‘and’ slip for every two
phrases
Something to unite the objects (such as yarn, clips, safety pins, etc. depending on the objects)
The box of grammar symbols
For the Presentation:
Several objects that are related to each other but which can be distinguished from each other by some
quality, such as pencils of different colors
Something that can join these objects together, such as a ribbon
The teacher’s writing supplies
A red pencil
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
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
Enrichment of Vocabulary: command games that feature multiple objects with the conjunction ‘and’
Question:
Conjunction: “Which word joins the other words together?”
Presentation Individual Child or Small Group
Gather materials
Write adjectival phrase
Invite child to bring described object
Repeat two more times
Join objects
Write conjunctions in red and place in appropriate places
Transpose phrases
Ask questions and symbolize
Introduce independent work
Function of Words: Preposition
Material
Prepared slips in print, with phrases for a set of related objects (article, adjective, noun)
Prepared slips in print, with various prepositions, such as ‘in’, ‘on’, ‘beside’, ‘under’, ‘between’,
‘behind’, etc. ; there should be one preposition slip for every two phrases
The box of grammar symbols
For the Presentation:
Several objects that are related to each other but which can be distinguished from each other by some
quality, such as blindfolds of different colors
An object that can be placed into a relationship with the above objects, such as a basket
The teacher’s writing supplies
A red pencil
Purposes
To help the child become aware of the function of the preposition as a word that indicates a relationship
Age
After independent work with the conjunction
Preparation Enrichment of Vocabulary: command games that feature prepositions
Question:
Preposition: “Which word tells where the (nouns) are?”
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Presentation Individual Child or Small Group
Gather materials
Write the first phrase and invite child to bring
Write the second phrase and invite child to bring
Write preposition in red, and invite child to make the relationship happen
Explore other prepositions
Transpose phrases
Ask questions and symbolize
Introduce independent work
Function of Words: Verb
Material
Prepared slips, in print, with one word commands (Verbs)
Prepared slips, in print, with commands that include an object and make sense when transposed
The box of grammar symbols
For the Presentations: A set of related objects, such as the farm, a doll house, etc.
The teacher’s writing supplies
Scissors, as needed
Purposes
To help the child become aware of the function of the verb as an action word
To give the child the impression of a verb as energy in contrast to the noun as matter
To give the impression that verbs describe actions that have an effect on matter
To stimulate interest and engage the whole personality of the child in reading
To help the child appreciate the sentiment or feeling in literature
Age
After independent work with the preposition
Preparation Enrichment of Vocabulary: command games including single commands, multiple commands, and
commands with objects
Question:
Verb: “Which word tells you something to do?”
Presentation Individual Child or Small Group
Write adjective phrase and ask child to bring
Repeat
Write single verb and ask child to bring it
Discover this is a word to “do”
Write additional verbs
Ask question and symbolize
Introduce independent work
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Note: The adverb should be presented after the verb, and before the Explorations for verbs.
Explorations - Verb Games: The following are offered as fun impressions for the children to enjoy.
Word Order Changes Meaning and Function:
Transitive and Intransitive:
Tenses:
Internal Actions:
Function of Words: Adverb
Material
Prepared slips, in print, with phrases including a verb and adverb, such as ‘run quickly’
The box of grammar symbols
For the Presentation: The teacher’s writing supplies for phrases
Scissors
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 Enrichment of Vocabulary: command games that feature adverbs
Question: Adverb: “Which word tells you how to (verb)?”
Presentation Individual Child or Small Group
Write a single verb
Add an adverb
Repeat several times
Transpose
Ask questions and symbolize
Introduce independent work
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Function of Words: Logical Adverb
Material
A box or basket
10 red cards in print – each with a verb
10 orange cards in print – each with an adverb: each adverb will relate to at least one verb in the set
The box of grammar symbols
Purposes
To help the child become aware that there can be more than one adverb for each verb
To help the child become aware that there are different adverbs for different verbs
Age
After independent work with adverbs
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”
The box of grammar symbols
For the Presentation: Teacher’s writing supplies
Scissors
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 Enrichment of Vocabulary: 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 and cut them out
Transpose
Individual Child or Small Group
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Symbolize the actions
Repeat
Introduce independent work
Presentation: Double Commands with One Object
Individual Child or Small Group
Presentation: Double Commands with Two Objects Individual Child or Small Group
Reading Analysis
Introduction Here, the child is already very familiar with finding the action, but will now begin to find the action in
order to interpret a sentence that is not in the imperative mood (commands). The child will see how the sentence
grows out from the action, first by finding the subject, then by finding the object. The child will discover how the
order of the parts of the sentence determines the meaning and syntax. The activities of reading analysis support
reading comprehension, interpretation of emotional content, and style.
Material
Stage I - ‘Hunting the Subject’ and ‘Hunting the Object’:
A box with red circles, large black circles, medium-sized black circles, blank black arrows
The teacher’s writing supplies for sentences
Scissors
Stage II - the children’s independent work:
Prepared slips, in print, featuring simple sentences (subject, predicate, and sometimes direct object)
The sentences can be based in true stories, books, poetry, and question games familiar from Spoken
Language and from other common experiences such as songs, games, music appreciation, etc. Each
sentence should offer the possibility of interpretation on the child’s part.
Optional: the sentences in duplicate
Children’s writing supplies
A box with:
 Large red circles
 Large black circles
 Medium black circles
 Black arrows with questions for the subject: “Who is it that?”; “What is it that?”
 Black arrows with questions for the object: “Whom?”; “What?”
The First Reading Analysis Chart
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
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
General Pattern of Presentation:
Write sentence and invite child to read and act out. Ask the leading questions to find: 1) “What is the action?”, 2)
“Who /What is it that (action)?”, and 3) “(Person or thing), (action) what or whom?” After each question, cut apart the
word/phrase and place symbols. Transpose and interpret meaning. Restore to original position.
Stage I
At Stage I, the presentations are teacher-directed. The teacher makes up a sentence and writes it down. She asks the
leading questions each time. The arrows are blank.
Presentation: Hunting the Subject
Presentation: Hunting the Object
Stage II
For Stage II, the children use prepared sentences and the printed arrows. The arrows contain the leading questions.
The printed arrows take the place of the teacher’s voice.
Presentation: Independent Work
Here, the child will either copy the prepared sentences onto a long slip, or you will have duplicate printed slips that
the child can read and cut apart.
Reading Analysis Chart 1
Reading Analysis – Simple Sentences with Extensions
Material
A box containing:
 Red circles
 Large, medium, and small black circles
 Black arrows with questions for the subject: “Who is it that?”; “What is it that?”
 Black arrows with questions for the object: “Whom?”; “What?”
 Black arrows with the questions for the indirect object: “To Whom?”; “To What?”
 Orange arrows printed with adverbial questions, as on the Second Analysis Chart
 Small orange circles corresponding to the orange arrows
The Second Reading Analysis Chart
Prepared slips with simple sentences as in the Independent Work, in print – the sentences will include
adverbial extensions and sometimes an indirect object
Optional: the sentences in duplicate
Children’s writing supplies
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)
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Age
After confidence with independent work for simple sentences (subjects and objects)
Preparation
The Question Game
Function of Words – Adverbs
Presentation: Adverbial Extensions
Here, the child will either copy the prepared sentences onto a long slip, or you will have duplicate printed slips that
the child can read and cut apart.
Gather and layout materials
Choose a prepared sentence, or write a sentence yourself
Invite a child to read it and act it out
Invite child to copy sentence (or use duplicate printed sentence)
Ask the leading questions as before, and invite child to cut and place all the parts of the sentence he knows
Introduce orange question arrow for the remaining parts of the sentence. Introduce the new leading questions. For
example, “(Person or thing) (action) Where?”
Transpose and reconstruct as before
Indirect Object
Introduce the new leading questions. For example, “(Person or thing) (action) (what) To Whom or What?”
Independent Work
Reading Analysis Chart 2
Reading Analysis – Simple Sentences with Attributes
Materials
All of the materials for simple sentences with extensions, plus:
 Blue arrows with the questions “Which, What Kind Of?
 Blue triangles
Prepared slips with simple sentences that include attributes that describe nouns – such as ‘the famous
ballerina’; ‘the broken pipes’
Children’s writing supplies
Optional: the sentences in duplicate
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)
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Age
After independent work and confidence with Simple Sentences with Extensions
Preparation
The Question Game
Function of Words - Adjectives
Presentation: Attributes
Gather and layout materials
Choose/write a sentence, read, act out
Copy sentence or use duplicate
Child may cut and place all parts he knows
Introduce blue arrows and triangles for attributes. Ask the leading questions “What kind of (person or thing)?” or
“Which (person or thing)?”
Transpose and restore
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?
Black triangles
Prepared slips with simple sentences as in the previous exercises, in print; the sentences include
appositions that describe nouns – such as ‘Mary Cassatt, the painter,’; ‘Mr. Obama, the President of
the United States’
Optional: the sentences in duplicate
Children’s writing supplies
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 independent work and confidence with Simple Sentences with Extensions and with Attributes
Preparation
The Question Game
Presentation: Appositions
Gather and layout materials
Choose/write a sentence, read, act out
Copy sentence or use duplicate
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Child may cut and place all parts he knows
Introduce blue arrows and black triangles for appositions. “This is another way of naming the (person or thing). It
answers the question (Who is it that? Or What is it that?) either way.”
Transpose and restore
Word Study
Material
Sets of one word slips, in print
Corresponding word charts, in print, color-coded to match word slips
These sets are organized in categories – such as:
Compound Words: two words which when put together create a new word
Singular and Plural Forms: adding "s" and "es"
irregular plurals: ...y -- ...ies
men, knives, shelves, children, mice, leaves, deer, etc.
Synonyms: similar meanings
Antonyms: opposite meanings
Homonyms: sound identical, different spellings, different meanings
Contractions: can not – can’t; he will – he’ll; etc. (Introduces the apostrophe at the reading level)
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 child’s vocabulary
To increase the child’s 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
Enrichment of Vocabulary and Language Experience
Introduction: Oral Game
Presentation: Reading
Gather materials
Orient to oral game
Introduce sets of individual words
Read and lay out first set
MINW Course 38 presentation outlines for Language – Literacy: page 1 of 21
Read and match second set
Introduce control chart to read and check
Related Activity: Word Study – Writing with the Moveable Alphabet
Music Literacy – Extensions with the Bells
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
Musical staff 1: the notes are painted onto the lines and spaces of the staff, with the numerals 1 – 8
Musical staff 2: with lines and spaces, two examples with ledger lines on opposite sides
2 sets of white notes with the names of the pitches on one side and the other side blank
A large set of black notes that are blank on both sides
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 or melodies
To show that scales and melodies can be written with notes on the staff
Preparation for reading and writing music
Preparation for musical composition
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: Pitches of the C Major Scale
Following Activities for Repetition and Practice: Notes at Random
Musical Staff 1
Introduction with the Three Period Lesson:
Presentation: Position of Notes on the Staff
Following Activities for Repetition and Practice:
Musical Staff 2
Presentation: Ascending and Descending C Major Scale
Explorations: Composing a Melody at Random
Recording a Melody