Taking Over a New Class

This year I have changed classrooms and responsibilities.  I moved from my safe little classroom to take over for some teachers who left our school.  It is my job to make this classroom successful.  I am in the Spanish dual language program classroom now.  It is a mixture of children from several classrooms, but there is a core group of children who were there last year.  These children have really needed retraining this year.  About 80% of them are boys.  I have spent a lot of time during the first 3 weeks of school observing all of the children, becoming emotionally available and a confidant, creating structure in the classroom, following through again and again with ground rules, and setting the stage for correct treatment of the environment and each other.  It is tiring work to be sure, but sticking to the difficult work at the beginning of the year really pays off.

For the first two weeks I pulled out over 25 different manipulative works and had several shelves dedicated to them just to give myself a pulse on the room and where the children were.  They used these works with gusto.  It has really helped to have only manipulatives in retraining the children to become careful with their work, return the work ready for another child to use, walk around and not through rugs, walk in the classroom in the first place, respect when a child has already chosen a work and not to disturb them etc.  This is certainly an ongoing process.  It seems like it can take an entire year for some of the younger children not to walk on their neighbor's rug if something grabs their attention.

During the third week I noticed that the older children were bored with the manipulatives so I began giving lessons.  Some of the record keeping was spotty so I had to test out to see where they really were in the different areas.  On Thursday, this week (being the 4th week of school), we noticed that it was 2 hours into our work time before any child chose a manipulative work.  YIPEE!  I only have one shelf of manipulatives now, and only the ones that the children find the most interesting.

These are some images from our last week of work.

Exploration of Metal Insets by a returning student

Mouse House turned into a Spanish Work.  Es el raton debajo de la casa anaranjado?

Hanging Bead Stair

Writing Words using the Large Moveable Alphabet

Initial Sound Object Sort - This is the Pink Mat
I am so excited to have these new mats.  I handmade the set I
have been using and just got these new ones this week.

Gluing noodles on apples work.  Next week we will paint these works.
This allows the work to be done in more than one step but still follow
the Montessori rule that art should be a shelf work.

Parts of the Plant Nomenclature Cards.  This child completed this work
 beautifully and could even tell me every part of the plant and later the
Fruit.  He then made the booklets for each work.

Rainbow Rings.  My children LOVE this work.  It is actually
Wine Glass Markers that I found at a kitchen store in Park City.

Using Clay Lesson.  You can see how the little one is using
his "watching arms" during this presentation.

Parts of the Snail Puzzle.  We wouldn't usually have this work
out right now, but this child found a snail in the school
garden and was really interested so I pulled it out.

Weaving with ribbons

Parts of the Flower Puzzle

Parts of the Fruit Nomenclature Cards and Magnetic Parts Puzzle 

Baby Spooning Stars.  This work is pretty challenging for this child.
She has been with me since last year and has needed this long to
be ready for this work.

Sandpaper Letters with Initial Sound Booklets.
This child was successful at all the letters in the first
set and was subsequently hiding them in the
classroom to then find them again.

Hand Transferring.  I just have to say how much I love the
elliptical shape of these wooden bowls.  There are mung beans
inside.  They sound just like rain when they hit the
wood.  Many times the child will remark about this when
they first have this lesson.

Object to Object Sorting with two Space Toobs.  Because I
have so many boys I have geared some of the Pre-reading
works to pull them in.  We are also beginning the year by
learning about our place in the universe.

The Farm Mat - a grammar work.  I made this mat as well.

Initial Sound Cards

This is a set of Initial Sound Cards for teaching even very young children.  You can take a small toddler, or an older child, on your knee or lap to use these cards.  I have laminated my cards for durability, but you can just as easily use sheet protectors. This document will look best printed in grayscale (the letter u page does have one red circle to denote the udder).

These cards will have many images that are unfamiliar to the child.  This will enrich their vocabulary and can help you begin talking about interesting things with the child.  Undoubtedly children will have favorite pictures that they will want to return to time after time.

Something to make note about these cards is that I have taken pains to make sure that the sound is isolated.  This means that when I have a letter such as an 'S' I want to use words that have that sound followed by a vowel sound.  I do not use words such as swan or snail, because the s sound is not isolated in that word.  I have also searched a long time to make it possible to have the initial vowel sounds (a,e,i,o,u) be purely phonetic.  This will help eliminate confusion for little ones having their first introduction to sounds.  All children who are learning to read can benefit from these cards.

On the bottom of each page is a list of the pictures on that page.

Presentation:

• sit the child on your lap or in a comfortable spot where viewing and pointing to the card is easy for you
• point to the letter and say the phonetic sound (i.e. the a says it's short sound like in apple, not it's name), then point to the first picture on the page and say its name
• point again to the letter and say the phonetic sound, then point to the next picture and say its name etc through the whole card
• encourage the child to say the sound and the name of the picture after you, and when capable with you
• only continue this work for as long as it is interesting and fun for the child

Initial Sound Cards
click on picture to link to file

 

Montessori Pink Reading Series

Dear Montessori Professionals, Administrators, and homeschooling parents, Welcome to the Pink Reading Series!  These are like my babies.  I have loved teaching my own children with these works, teaching lots of other children over the years, and I am very much looking forward to teaching my grand babies with these Pink Reading files!

Children write, or build words with a movable alphabet, before they read.  This is called encoding before decoding.  We present from the most concrete to the most abstract in order to prepare the child for the greatest success.  We support the child in their work by giving naming lessons and demonstrating how to complete the work without using unnecessary speaking.  Then we turn the work over to the child and watch from a distance to see how they do.  We do not correct them, even if we wish to, at the time of use so as not to interrupt their own learning.  When they need more instruction we give them a new lesson.  We support children as much as they need.  They need help until they don't need help.  As long as a child is striving for forward movement we work to trust that the child will make that movement.

Montessori Pink Reading Level #1 - Word Building with Objects and the Movable Alphabet

This work requires a Movable Alphabet.  If you do not have one yet you could look at one of the many Montessori supply sites or even download this paper one from here.  The file includes some instructions for possible set-up.  In steps 1 - 4 the child will need a naming lesson as part of the initial presentation.  Name the object and ask, "What is the first sound in the word 'ram'? (say the ENTIRE word slowly while emphasizing the first sound) Do you hear the 'rrr' at the beginning of 'ram'?"  Lay down the movable alphabet r.  Say, "What is the next sound in the word 'ram'? (say the ENTIRE word slowly while emphasizing the middle sound) Do you hear the 'aaaa'?"  Lay down the 'aaa'.  Say, "What is the LAST sound you hear in the word 'ram'? (say the ENTIRE word slowly while emphasizing the last sound) Do you hear the 'mmm'?"  Lay down the 'm'.  Do this for each object.  Once you have finished presenting all the objects and built the words show the child how to put this work away and then give the child the chance to use this work.  Watch from afar so as to not correct the child in their work.  This is the most authentic assessment of their skill level.  If they need a new presentation you can do that at another time.

Pink Reading Series Level #1 Objects & Movable Alphabet

Montessori Pink Reading Level #2 - Word Building with Pictures and the Movable Alphabet
Once a child has had practice with level on they can move to level 2.  These pictures with the Movable Alphabet gives the child more practice in writing words (encoding) with the movable alphabet. These cards include a correction of error with the word spelled correctly on the back.  If a child wants to look at the back for the first several times until they feel comfortable that is absolutely fine.  They need help until they do not.  The correction of error is there to help them be as independent as possible with this work.

Pink Reading Level #2 Pictures & Movable Alphabet

Montessori Pink Reading Level #3 - Word Reading with Objects and Word Cards

In this set the child will sound out the word cards and match them to the corresponding objects.  I have included a large bank of noun cards to hopefully help in your search for phonetic objects for each pouch. 

Pink Reading Level #3 Objects & Word Cards

Montessori Pink Reading Level #4 - Word Reading with Pictures and Word Cards

Once the child has mastered set 4 they are 'becoming so advanced" and "can read so many things"!  This set also has a self correction on the back of the cards.  They have corresponding dingbats.  Children will sometimes opt to do all the sets of cards in one sitting and others want to take it one pouch at a time.

Pink Reading Level #4 Picture and Word Cards

Montessori Pink Reading Level #5 - Single Word Booklets with Pictures as Control of Error

Because these booklets only focus on a single word with a picture following on the next page, children are more at ease reading their first books.  At this stage the children will be a shaky in their skill but these booklets give immediate feedback without teacher intervention.

Pink Reading Level #5 Word Booklets

Montessori Pink Reading Level #6 - Word Lists

Word Lists have their worth in helping children feel more at ease with multiple words on a page.  It can be hard to focus on one word when there are others around them.  If they really struggle to focus on just one word a hider can be made from a bit of cardstock about the length of the card with a window cut out the size of the words.

Pink Reading Level #6 Word Lists

Montessori Pink Reading Level #7 - The Vowel Tree

I do so love the Vowel Tree.  This supports in another important skill for children.  Listening and discerning between real and nonsense words as well as becoming comfortable with not trying to make a word out of everything they read.  This skill is actually much more important than one might think.  When a child moves on from beginning reading and starts to read words with multiple syllables they benefit greatly from having practiced nonsense words because bigger words are made up of a lot of nonsense until you put it all together.  If a child is too hung up on making nonsense make sense they can struggle more to read bigger words.  This work is fun to make into a bit of a joke.  Kids need that in their reading.  If I can make light of the words that do not make sense they will associate happiness with them.  Think like the master of fun nonsense - Dr. Seuss.  There are two files for this work: first the printable Vowel Tree and then the cards to accompany.  The cards need holes punched in the center large enough to see the vowels.  I have been very careful in my choice of letter combinations so that nothing surprises anyone!

Pink Reading Series Level #7 Printable Vowel Tree and Cards

Montessori Pink Reading Level #8 - Pink Vowel Substitution Cards

Once a child is more comfortable with the Vowel Tree it is a great time to introduce Vowel Substitution.  In this set of work the child is seeing the picture and sounding out the word.  They use the Substitution Vowels at the end of the file to fill in the missing vowels.  This work is self correcting with the correct vowel printed on the back of the cards.

Pink Reading Series Level #8 Vowel Substitution Cards

Montessori Pink Reading Level #9 - Pink Level Rhyming Families Mats & Word Cards

Rhyming skills should be practiced continuously from the Phonemic Awareness level all the way through a child's reading career.  This is the Pink Level individual rhyming work.  At the line in class  week we will practice rhyming families a few times a week.  This work supports the child's developing understanding of spelling patterns.  This work has a correction of error which matches a colored dot on each mat with a corresponding colored dot on the back of each word card.

Pink Reading Series Level #9 Rhyming Families

Montessori Pink Reading Level #10 - Pink Level Command Cards

This work is awfully fun to do with a partner.  The children deal these cards into two decks and sit apart from each other with the cards facing down.  This is all about silent reading practice and the joy of acting something out for a friend.  They can ask the tonekeeper or assistant for help reading any card they need but they need to try to keep it all a secret from their partner.  They act out the command on the card and see if their partner can guess what their card says.  It is important to note that this work is never meant to become a competition.  Once they are finished with a card it simply goes into the middle of the table or rug as finished.

Pink Reading Series Level #10 - Command Cards

Montessori Pink Reading Level #11 - Pink Level Smooth Reading Practice Large Word Cards

At this level we want the child to begin working on reading smoothly from one sound to the next.  This takes only a little practice for some and a lot for others.  There are 12 possible sets of about 20 cards each.  When I use this work with a child I use a small yellow piece of cardstock with a line drawn on it to draw attention to the sound we are saying until we smoothly move to the next sound.  When a child "chops" their sound I will say, "Let's try that again" and then I sound the word out with them.  We are NOT trying to be speedy with this work.  In fact I always tell the children that this work is not a race because we want this work to be smooth.  I will sit next to the child once they have practiced on their own for a while and then whichever words they have been successful in reading smoothly goes into their pile.  Anything they are still working on stays with me.  I may choose to work through the ones they are still working on depending on their level of engagement with the work.

Pink Reading Series Level #11 Smooth Reading Cards

Montessori Pink Reading Level #12 - Phrases Cards

We want the child to become familiar with reading words together on a card.  Phrases are a great way to practice this skill.  These phrases are simple and only use the sight word "a".  I always teach their new sight word before having them practice reading their phrases.

Pink Reading Series Level #12 Pink Phrases

Montessori Pink Reading Level #13 - Pink Level Sight Words

At this stage we can begin working with children on their sight words.  In the Phrases we introduced the word 'a'.  Now we will begin introducing the rest of the Pink Level Sight Words.  Sight words support the child in their desire to be involved in their world at large.  The more a child can read on a sign or in a book the more they will feel like a reader.  Sight Words are words a child memorizes.  There can be some controversy in Montessori Circles concerning sight words.  After many trainings both in the private and public sector, and in years of teaching and observation, I am convinced of their importance to successful reading. At the Pink Level we almost exclusively focus on words that follow the Pink Reading Rules.  There are a few exceptions with words like 'a', 'I', 'the', and a few other words that have an 's' at the end of them but it says the 'zzzz' sound.

These words have been taken from the FRY (First 1000 Words) list of most common words.  My "Why" for using this as my basis is because FRY is a list of words most commonly used in literature. Moving onto the next Pink Reading Level and even onto Blue Reading before these words are mastered is fine and, frankly, important.  You don't want a child to loose their forward momentum because they don't have all their Pink Sight Words memorized.  Just keep working on them with them.

To begin with we will introduce two.  The word 'the' and the word 'a'.  We follow the Three Period Lesson format for introduction as follows:

1st Period - Lay each word card on the table or rug and say:

This is "the"

This is "a"

2nd Period - Instruct the following:

Point to "the"

Point to "a"

Pick up "a"

Pick up "the"

3rd Period - Say:

What is that? (pointing to each card individually)

When a child knows a card they can keep it in their pile.

You may add new words in order as long as the child is up for it and it is enjoyable for the child.  In subsequent presentations do a quick check as follows:

"Whatever sight words you know we will put in your pile.  Whichever you are still working on I will keep in my pile."  Go through cards and wait only about 3 or so seconds.  Tell the child the word for any cards they do not have down. Once finished say (unless the child has gotten zero cards), "You knew ___."  Go through the pile of practice cards a few times again and practice the word with the child.  When a child knows most of the cards they are working on you may say, "You are advanced enough now to add more words."  Add a few at a time following the 3 Period Lesson Format.  When at the 2nd and 3rd periods you may add back in cards they already know.

Pink Reading Series Level 13 Pink Level Sight Words

Montessori Pink Reading Level #14 - Matching Pictures & Sentence Strips

The last work in the Pink Reading Series is matching sentences to their corresponding picture.  There are a few more sight words in this set that need to be introduced before a presentation on this work.

Pink Reading Series Level #14 Matching Pictures & Sentence Strips

Montessori Pink Reading Series Level #15 - Nonsense Words Reading Cards

More practice with nonsense words will support children in their reading later on.  These last two steps support this aim.  Children who have a good mastery of nonsense words generally have greater facility in reading later on.

Pink Reading Series Level #15 Nonsense Word Cards

Montessori Pink Reading Series Level #16 - Word & Nonsense Word Sorting Cards

Once the children have mastered or almost mastered the Nonsense Words cards they can begin this set.  They are reading words and determining if they are real words or nonsense words.   There are two header cards to sort underneath.  This set has a correction of error on the back of the differing sets.

Pink Series Level #16 Word/Nonsense Word Sorting Cards