Blue Reading

My Montessori journey has been an incredible one of self discovery and learning.  Through it all one thing I have learned about myself is my utter respect for learning something new and making my craft as a teacher better because of it.  This often means that my created work will change.  In no place has this been more true than in the Language Program.  The Pink Reading Level has remained fairly static since it was created.  Not much has changed about it except a couple of additions like Sight Words and Nonsense Words.  I'm sure it will happen and then I will update, but for now the NUMBER 1 hit for Pink Reading on the internet will stay the same.  I really like that this humble little blog has the #1 hit for Pink Reading work, mostly because it is free for anyone who wants and needs it.  I feel in this way I am serving my greatest desire: helping those who really need it with the best materials I can as a means of serving the children of the world and my Savior, Jesus Christ.

Since I first created the Blue Reading Program I have changed it a couple of times.  I am now at a place where I am feeling pretty confident in its completeness.  With that said I am unveiling it to ya'll today.  I've actually had this for a while now, but was overwhelmed being a full time spouse, a full time mommy and cancer mommy to boot, in the Relief Society Presidency at church, being a full time Montessori teacher, being a sister, daughter, cousin etc.  I gave myself permission to make the world wait a little while.  My Cancer Cutie finished his treatments for leukemia last month and I'm ready to get back to a new kind of normal life.  I changed jobs again and moved to a WONDERFUL new school in Salt Lake City called Montessori Community School.  I absolutely LOVE it there!  It really is such a place of community and fully interested in following the child.  I am back in Early Childhood again.  I don't think I could choose a favorite between Early Elementary and Early Childhood.  I sure am missing those 8 year olds right now, but I'm in love with the 3-6's just as much.

I am going to take you on a tour of my Blue Reading set-up, why they are the way they are, and how these skills are taught in our classroom.

My favorite part about creating a Blue Reading Program is the fact that I have had complete control over how integrated all the parts are.  It has been so frustrating trying to make what is out there work for my vision.  I could see what my students were lacking but couldn't really fix it without creating an entire program that addressed all of their needs.  Students with learning differences, visual processing disorders, and even dyslexia needed all the steps and what I was using wasn't cutting it, but the students who were not facing any of these challenges could make big jumps in the matter of a week or even days.  How was I to service both ends of the pendulum?  The answer has been to service the one with the greatest need and let them all move at the pace right for them.  The child who doesn't need all the steps can show me they are totally mastered, have written their words, can read the sentences and match them to the pictures, know their sight words, and they can move on.  These children will often get through 3-5 envelopes in a week if they are really motivated, and truth be told, sometimes these children will come back after a weekend and have all kinds of new blends under their belt.  This is fun to talk with them about it and work through what they can skip when we get back together.  It also feels like a great accomplishment for them.

Blue Reading Pouches:

This video will take you on a walk through of the Blue Reading Pouches.

I Spy Cards
Before each of the above mentioned set of boxes is used we first use an "I Spy" game to introduce  letter combinations.  This is a great assessment tool to see if a child can sort the sounds and is ready to use the boxes.  If they are not at mastery wait a bit until they are and then have them use the boxes.

This video shows how to use this work

To introduce the I Spy Set for #1 you would take out the Movable Alphabet and get a 'c' & a 'k'.  Say, " When c and k are together the just say 'k'".  Then build a few phonetic words using the blends such as duck, luck, tack, sock, deck.  Notice how I am naming only words that do not have ANY other blends. Now do this for "ff", "ll", "ss" & "zz".  Once you have introduced the sounds you can move onto the "I Spy" Cards for that set.  The "I Spy" cards do not need to be purely phonetic since we are not building any words with this set, only seeing if the child can hear and sort by the correct sound.  These sets have a control of error on the back of each card and a word list on the back of the letter card.

Blue Reading Beginning Blends and Beginning Digraphs
and First Digraphs "I Spy" Cards

Blue Reading Ending Blends, 
Triple Blends and Triple Digraphs "I Spy" Cards

I Spy Sets Stickers for Vinyl Envelopes

The first lesson in the Blue Reading Program is presented using the - ck - envelope, the Small Moveable Alphabet, and a Blue Reading Moveable Alphabet Mat I've made from a Blue Rug (you'll see a picture of that in just a moment):

Blue Reading CK Envelope
This is the only set of Blue Reading I keep in a clear vinyl envelope.
All the others are housed in the boxes.

Blue Reading Envelope Contents
The vinyl envelopes are purchased at Everyday Plastics

When I give this presentation it is my job to make sure they know how to use all the components of a Blue Reading Box because there are several parts.  The younger the child using these, the more broken down the presentation will be.  If I am showing a First Year and many Second Years (Early Childhood), I will do each part of the envelope as a separate presentation.  If I am presenting to an Early Childhood Third Year and above I will show the contents of the entire box in one sitting.  In our classroom there is enough room to house all the Blue Reading Blends and First Digraphs works in separate stacking boxes.  If there was less room I would house them in clear vinyl envelopes like the ck presentation is in and put them in order inside bins or baskets (this is how I organize the Green Reading Difficulties but since I have some first years that get into Blue Reading I wanted younger students.  I wanted them to have more independence and success).  It is important to note there are 55 Blue Reading Blends and First Digraphs to house.  Yeah I know, you had NO IDEA there were so many.  In fact this doesn't cover every single one, but pretty dang close and all the ones we run into with any regularity are covered.  These are the included Blends and First Digraphs:

Set #1
Double Letters -
1. ck (you linguists can debate with me about it being a double letter or a digraph but I'm sticking to my guns on placement with this because it is SO easy to teach at this point and so necessary for reading success at this stage)
2. ff
3. ll
4. ss
5. zz

Set #2
Beginning Blends -
6. bl
7. cl
8. fl

Set #3
9. gl
10. pl
11. sl

Set #4
12. br
13. cr
14. dr

Set #5
15. fr
16. gr
17. pr
18. tr

Set #6
19. sc
20. sk
21. sn

Set #7
22. sp
23. st
24. sw
25. tw

Set #8
First Digraphs (There are two reasons I have placed these in the middle of the Blue Reading Sets.  Number one: most are regularly used at both the beginning and ending of words and these are very important for reading success at this stage.  Number Two: Because by this time children are wanting to read what is around them in the world, having these simple digraphs under their belt at this point gives them much greater confidence in the world at large.)
26. ch
27. qu
28. sh
29. th - This box also contains the word list for both voiced and unvoiced th. Voiced example: bathtub, unvoiced example: that.  I also have the voiced and unvoiced th sorting mat in this box.

Set #9
Ending Blends (there are children who don't actually need much help with ending blends and can skip ahead.  But then again, there are children who really struggle with these and need the support of the boxes)
30. ct
31. ft
32. lt

Set #10
33. nt
34. pt
35. st

Set #11
36. lp
37. mp
38. sp

Set #12
(There is a good reason to introduce the ld, ng, and nk closed syllable with short vowel sounds).  Later in green reading we will explore the closed syllable exception in words like hang, old, and tank)
39. lk
40. nk
41. sk

Set #13
42. ld
43. nd
44. lf
45. ng

Set #14
Triple Letter Blends
46. scr
47. spl
48. spr
49. str

Set #15
Beginning and Ending First Triple Digraphs
51. nch
52. shr
53. squ
54. tch
55. thr

Blue Reading Blends and First Digraphs Drawer Labels
I label the fronts of the drawers with these stickers after
I've laminated and cut them out.  I place the number on
the left and the picture on the right.

Picture to Movable Alphabet and Word Cards

When using these cards the tonekeeper or person working with the child holds the word cards while the child builds the word with the Movable Alphabet.  Then they fetch the word card from the adult and see if there are any letters to fix.

Blue Reading Picture to Moveable Alphabet and Word Cards

Layout of the Blue Reading Picture to
Moveable Alphabet and Word Cards

Blue Reading Word Booklets

These are single word booklets to help the child have further reading practice with the skill and success in booklet form.

Blue Reading Blends and First Digraphs Single Word Booklets

Blue Reading Single Word Booklets

Blue Reading Word Lists

After a child has mastered their word list there is a writing piece.  They use the Blue Reading Word List writing paper to write their list and put in their file or binder.

Blue Reading Blends and First Digraphs Word Lists

Blue Reading Blends and First Digraphs Word List Recording Paper

Blue Reading Word Lists with Word List Recording Paper

Voiced and Unvoiced th Sorting Mat
The th digraph is really two subsets the voiced - as in bathtub and the unvoiced - as in that.  This work helps the child become more familiar with both.

Blue Reading Voiced and Unvoiced th Sorting Mat

Blue Level Sight Words Sets
If you have been working with the Language Works from this blog since the beginning you will have been introduced to Sight Words in the Pink Reading Series blog post.  These words follow the same presentation format.  It is important to note that it isn't necessary to be finished with the Pink Level Sight Words before beginning to read these sentence matching cards.  You will find detailed instructions for the presentation of sight words with he pink sight words.  You can click on the link above.  If a child is reading along and needs help with a word you simply tell them the word and have them reread the sentence with the word included.  These words are in 4 sets that correspond with the Sentence Matching Cards Sets.

Blue Reading Series Sight Words Sets

Picture to Sentence Matching Cards

These sets correspond to the Sight Words.  Each set of Blends has a certain number of Sight Words that are used in the sentences.  Everything is scaffolded and builds skill upon skill.  I LOVE this part of the program.  This is exactly what I felt was missing from everything else I'd used.  Children at this level NEED to be working on their sentence skills and building confidence in their reading at large.

Blue Reading Series Picture to Sentence Matching Cards Set #1Beginning Blends

Blue Reading Series Picture To Sentence Matching Cards Set #2 First Digraphs

Set #3 Ending Blends and Triple Blends & Sets #4 Digraphs are still in the works but getting closer!

After the Blue Reading Boxes

That is right.  After the boxes there are still some skills to learn before moving to the Green Reading Level with real success.

Blue Reading Blends and First Digraphs Fluency Cards
I am putting in a HUGE plug for this work.  It is quite possibly our key to success in reading.  The ability to read words with fluency literally changes the ball game for students.  Look here for the Pink Reading Level Fluency Cards.  These words are in 12 sets of 24 words.  By this time the child is working on moving more quickly.  During the Pink Level we are working on learning how to blend.  In the Blue Level the child masters the set by reading 20+ words easily.  This usually takes a few times through the set before they reach this mastery.  We use the same game as with the Sight Words. First time through any words they can read easily within about 3 seconds goes into their pile.  Any they still need practice on stays in my pile.  We count how many are in their pile and say, "Look how many you have in your pile today!".  We then practice through the words they need twice and see if they can add any more to their pile.  Only the amount from the first run through count towards mastery.  The child will use this work until they have mastered all the sets, or until I feel confident they are reading blends and beginning digraph words with facility (at this level it is harder since those triple blends will trip up the kids sometimes).  This could last into the Green Reading Level.

Blue Reading Blends and First Digraphs Fluency Cards

Blue Reading Blends and First Digraphs Fluency Cards

Blue Reading Single Word Command Cards

I have replaced Secret Words with these cards.  The children I've worked with have loved this work.  This is a two person work for children on the same level or one on the level and one already mastered with this work.  The cards are sorted into two piles and set face down.  The first child reads their top card to themselves and acts out the command.  The other child tries to guess the word and then it is revealed.  Then it is the other child's turn and so on until all the cards are acted out.

Blue Reading Blends and First Digraphs Single Word Command Cards

Blue Reading Single Word Command Cards

Blue Reading Command Cards Sentences

This work is used exactly the same as the Single Word Command Cards but the sentences give more direction for the children to follow.

Blue Reading Blends and First Digraphs Command Cards Sentences

Blue Reading Nonsense Words Cards

There is a very important reason to add these cards into your reading works at every level.  I was first introduced to the importance of nonsense words when working in the public school system for a couple of years.  I thought it was so strange until I learned about the research behind this skill.  A child who can read nonsense words and feel comfortable with them will have greater ability to read longer and more complex words with ease.  If we break down a big words, such as presidential or endangerment, they are made of word segments that do not make much sense until the word is put together.  Honing the child's skill to read nonsense words supports their overall reading success.

Blue Reading Nonsense Words Cards

Blue Reading Nonsense Words Cards Layout

Blue Reading Rhyming Set

Rhyming is so important to reading success and this set helps with the further practice of this skill.

Blue Reading Series Rhyming Families Set

Blue Reading Multi-Syllable Picture and Word Matching Cards

I've always found it so confusing to throw children into the Green Reading level without giving them the success with multi-syllable words before they begin.  This work has three sets of ten pictures and matching cards.  It allows for a formal introduction to multi-syllable words.

Blue Reading Multi-Syllable Picture and Word Matching Cards

Multi-Syllable Words and Picture Card Matching Layout

Blue Reading Multi-Syllable Fluency Word Cards

This set is used the same way as the other fluency word cards.  Sort into sets of about 24.  This work will be used well into the Green Reading Level.

Blue Reading Multi-Syllable Fluency Cards

Blue Reading Multi-Syllable Picture and Sentence Matching

This work gives the child practice in using their multi-syllable words in sentences before adding new difficulties found in the Green Reading Level.

Blue Reading Multi-Syllable Picture and Sentence Matching

Blue Reading Multi-Syllable Picture and Sentence Matching Layout

All these works have made a huge difference for the one and for all in the classrooms I've been in the last five years.  Particularly for those who would have been struggling in their reading much more without the skills being broken down for them.  I hope you love it as much as I do.

LOVES,

Cathie

Montessori Green Reading Program - Reimagined

I am pleased to introduce the reformatted and imagined Green reading program.  This has been years in the making and there are still portions under construction.  There are some specific reasons this has happened and I think it worth having a discussion about learning to read.

There are enough children in the world that do not learn language easily and smoothly.  I have known droves of children who could quickly move ahead in reading.  They made jumps in a single day.  Some of my own children could do that, some could not.  Because my oldest daughter really struggled to learn to read it has become very important for me to learn how to break the Montessori language program down in a way that it will fill in those gaps.  There are plenty of children who enter my life every year who also struggle to learn reading.  I want such a challenge to be beatable.  These children need explicit instruction and it is our challenge to do that in such a way that compliments a Montessori, self learning style.  You can never tell which rules someone will get quickly, and which have to be broken down.  It varies so widely.

What I have been looking for is something that truly scaffold skills.  Since all the reading programs we have purchased and tried are either missing too much, do not build skills on each other, or do not follow a coherent pattern I have decided to do it myself.  I do not in any way believe I am remotely finished with updates and changes to the program, but this is a great start!

The groupings have changed significantly from any of my previous work.  I have reference the Orton-Gilligham sequence as well as several other well known programs.  I have tried to stay close to the OG method while still making allowances for the needs of this program.  Because of the scaffolding nature of this sequence it would be very tricky to find images if we stayed purely with the OR sequence so there had to be some changes made.

First I should like to bring to your attention the way in which all the parts of the program are used.  For each difficulty there are 6 steps.  NOTICE that the difficulty is isolated in red.

#1 - Picture to Word Cards: using this work the child matches all the picture cards to the corresponding word card.  There is a control of error on the back of each card for the self checking.  When checking for mastery the guide sits with the child while they show their knowledge.  If a child peeks at the back of the card you would simply say something like, "You are getting close.  Try it again and get me when you feel you've got it."  Once there has been mastery the child then records these words in their language notebook or binder.

Picture to Word Cards

#2 - Domino Cards: this work is new, fun, and engaging for the children.  Each domino has the word first and the child looks for the matching picture to be found at the bottom of the mat.  There is a red dot at both the beginning and the end to show where to start and stop.  Mastery is shown by the guide watching the child put the domino chain together independently.  Once mastery has been achieved the child records these words in their language notebook or binder.

Dominoes

#3 - Word Booklets: the child practices reading words in booklet form.  Mastery is shown when the child reads through the book with ease.  Once mastery has been achieved the child records these words in their language notebook or binder.  This booklet acts as a means for the child to practice their knew skill.

Single Word Booklets

#4 - Printed Moveable Alphabet Sentence Building with Picture Prompts: Several of the children in my current class have said that this is their favorite part of each drawer.  Each card has an interesting picture with a word containing the specific difficulty on the back.  The black and red printed alphabet are used to create a sentence of the child's choosing.  There is often a need to coach the child for a few sentences before they begin to figure out how to make their own sentences based on the picture.  They feel pretty accomplished with their sentences.  The spelling/punctuation we are most concerned with is the isolated difficulty (i.e. a-e saying long a) and capitals and periods.  Inventive spelling is fine except in the case of any previously learned difficulties or punctuation lessons a specific child has had during Writer's Workshop or Word Study.  Once they have had their sentence checked by a guide they record it in their language notebook or binder.  This work provides a motivation for spelling as well as for writing practice.

Picture Prompts for Building Sentences with the Printed Alphabet

#4a - Red and Black Printed Alphabets in Lower and Uppercase Letters: In the lesson presentation portion of this post you can learn how to use these files for your classroom.  I keep my sets in these boxes from Amazon:

Red and Black Printed Alphabet in Uppercase Letters 

Red and Black Printed Alphabet in Lowercase Letters

#5 - Word Lists: This work is meant to give the child practice in reading more words with this isolated difficulty.  When the child can read all of the words with ease and fluency they may then write the words in their language notebook or binder.  Notice that the difficulty is no longer in red.

Word Lists

#6 - Sentence Strips: The child reads for practice a set of four sentences for each difficulty.  High frequency words (Fry words are used) are included in the weekly practice for the child.  The full set of Pink, Blue and Green word cards in sets will be made available once the series is completed.  Once a child can smoothly and fluently read their sentence to a guide they may write it down in their language notebook or binder. Early Elementary: Be certain to edit with the child for capitalization and punctuation.

Sentence Strips

_ _ _ _ _

An Initial Presentation

When I begin the first drawer with the children I set them down with the entire drawer and all its components and the black and red printed alphabets.  There will be some children who have the capacity to be at this reading level and still need an individual presentation on each component so take that into account when preparing for this lesson.  Each pouch is numbered and I point that out to the children.  I let them know that they are so advanced now they will be able to begin working through these boxes at their own pace and as quickly as they are ready.   This tends to get them excited right from the start.  I let them know that each new box (or set of boxes) needs a lesson and say you get to have your first lesson right now.  I introduce the black and red printed alphabet.  I say that because they are now more advanced they may use this special kind of moveable alphabet.  Since the first set is Magic e I use the black printed alphabet to write the word can.  I say, "This is the word can.  I am going to add the letter e to the end of the word can."  I add the letter e and say, "This letter e is going to change the word can into something new."  I then take the red printed  e out of the box and lay it at the end of the word.  I then lay the red a over the black a.  I say that when an e is added to the end of a word it usually makes the vowel say its name and we discover together what new word we have made.  We practice with several other words (including other vowels such as pin/pine, hop/hope, cub/cube); always adding the red e at the end and laying the red vowel over the black one.  Once we finish this part of the lesson I say that there are several parts to one box and they need to do them in order.  I also say how important it is that each one be mastered before moving onto the next.  If there are children who need each part of the lesson explained I will only present one step of the box at a time. (Many Early Childhood children fall under this category).   I pull out #1 - Picture to Word Card Matching and mention that they will recognize this work from the blue reading series.  I do a quick refresher on how to do this work and let them know to find an adult to see their work when they are ready to master it.  I then put that one away in the box and pull out #2 - Word and Picture Dominoes and show show special interest in the beginning and ending dots.  I say, "You will know where to begin and where to end by paying attention to these dots."  I put together the first set of dominoes so they can see how this work is done and tell them to find a guide when they are ready to master off this work.  I return this work to the box and move on to #3 - Single Word Booklets.  I mention how quickly they will be able to read these new words with all the practice they will be getting in.  I show them how to read through the booklet and make certain to find the front page to set it right for the next person and tell them to find a guide when they are ready to master off this work.  I put this work back in the box and get ready to show #4 - Picture Prompts for Sentence Building with the Moveable Alphabet.   I show one picture card on the front and then flip it onto the back.  I like to show the pink lake first because it is a bit sensational.  I say, "Look, Here is a lake and it is pink!  Look here on the back of this card, it says lake.  I am going to write a sentence about this lake on my mat."  I proceed to ask them what kind of sentence I could build about a pink lake.  I take their suggestions and build a sentence.  I make certain to point out that the difficulty will be in red and nothing else.  I put this work back as well as the printed alphabet letters and move onto #5 - Word Lists.  I mention how they will recognize how this work from the blue reading series and tell them to find a guide when they feel they are ready to master this work and return this work to the box.  I show them #6 - Sentence Strips as well as the matching High Frequency Words set.  I tell them that this work will help them become good readers and that the sentences have the High Frequency Words in them that will help them read a lot of other things as well.  I return this work to the box.  I reiterate the importance of finding a guide before moving from one work to another as well as the requirement that only one work from the box be out at a time.  I let them know they may do this work whenever they like and have the children help me return all the parts of the lesson to their proper place before allowing them to use it.  Sometimes a new set of difficulties will require a new lesson about how to use the set, but often each new box needs a new lesson on the rule that accompanies it.  You can never suppose anything and it it much better to be safe than for the children to flounder and get frustrated.

Finally - The Green Reading Series has been uploaded to the Free Downloads site here.  You can navigate through the different sets that are available now and I will update more as I get them.  I am currently working on the sentence strips for Set D.  There is a Reading Program Check-off List we use and it will become also become available when the program is finished.

Montessori Zoology - Classes of Vertebrates Nomenclature Set Little Booklets

Breaks are so fabulous!  I have gotten a number of things taken care of during my two week break that is quickly coming to a close.  I am both excited to get back into the classroom with the children and wishing that I had a few more days to prepare a few more things.

I have finished the Little Booklets for the Zoology Nomenclature Set that I posted here.

This set focuses on the five classes of vertebrates using the following animals:

• Fish
• Bird
• Horse - mammals
• Frog - amphibians
• Turtle - reptiles

This set also includes little booklets using tracing fonts for both Print & D'nealian styles and also a blank sheet for independent writing.

Zoology Set Little Booklets
click on picture to link to file

Botany Nomenclature Set Little Books

I promised to get these Little Books for the Montessori Botany Nomenclature Set for ages 3-6 up soon.  This weekend I have had a few minutes to breathe and create.  This has been high on my list of items to  finish and get posted.

In Montessori education children are encouraged to treasure their work and to make it beautiful.  They can take a few minutes, an afternoon or over several days to complete a booklet.  It then can be placed in a folder or binder of collected works throughout the year or, in a homeschooled setting, years.

Sometimes a very young child will show a real interest in booklet making before they can write independently.  This is a good time to use the tracing sheets, as well as for any child who wants that greater support.  I have always been drawn to the phrase, "You are more advanced now.  Would you like to see a new way of doing this work?"  This tends to help children feel good about moving onwards and upwards towards independence in areas that can sometimes feel tricky to some children, like writing.  In this way a child is never compared to another.  The focus is directly on the child in your presence and his/her personal path.

This file includes both Print and D'nealian fonts as well as a blank lined sheet for the Parts of the following:

• Plant
• Tree
• Leaf
• Stem
• Flower
• Root
• Fruit
• Seed

ENJOY! :)

Botany Nomenclature Set Little Books
click on picture to link to file

Continents Nomenclature Cards in D'nealian and Little Booklets

I am happy to introduce the Continents Nomenclature Cards in D'nealian font!!!

Continents Nomenclature Cards - D'nealian Font
click on picture to link to file
UPDATED - NAME CHANGED FROM AUSTRALIA TO OCEANIA

If you are looking for them in Print this is the link.

I also took some time to make a little booklet.  The thing that has kept the little booklets from getting finished for so long, is that I have wanted all the blank outlines to look the same.  I have decided that it is more important to have the outlines than to have them all the same.  They looked a little rough on the pdf, but they printed out just fine.  You should probably print on the grayscale setting for the best result.

This file includes the following styles of fonts:

• each of the continents in print tracing font
• each of the continents in D'nealian tracing font
• a page with a blank line for independent writing

Parts of the Flag Nomenclature Cards and Little Booklet

I am sure that I will be slowing down with all these cards and other things I have been making around here.  School is beginning and I have so many other things to prepare for during the year.  Who knows what goodies I will be making during the year, but you can be sure that I will share them with you.

Just like this free set of the Parts of the Flag Nomenclature Cards.  Another teacher at school mentioned today how she really likes the larger size of these cards.  I agree with her (of course that is why I make my own so much of the time).  I hope that you will enjoy these and use them.

****I am doing something NEW!!  You will see that there is now a file in D'nealian.  Hooray for the day!

Parts of the Flag Nomenclature Cards
click on picture to link to file

Parts of the Flag Nomenclature Cards - D'nealian
click on picture to link to file

I have also done something a little different with the Little Book to go along with these cards.  You will find all of the following included in this one file:

• Print
• D'nealian
• Blank Line

Parts of the Flag Little Booklets
click on picture to link to file

 

Metal Inset Nomenclature Cards

My newest creation here in my quest to create as many files as I can is this free download of the Metal Inset Nomenclature Cards.  I hope that you will enjoy them too.  I am sorry for the short post, but every minute that I can I am spending preparing for classes that begin so soon.

Metal Insets Nomenclature Cards
click on picture to link to file

Metal Insets Nomenclature Cards D'nealian
click on picture to link to file

Since there is already so much information about the metal insets already available I will forgo the lengthy explanation and give you some great links to metal inset work and explanations here and here and here.  This is my favorite place for manuals.

I love this place for purchasing the metal insets, and here and here are some great links to making your own insets at home.

Parts of the Seed Nomenclature Cards and Little Booklet

I just finished these free Parts of the Seed Cards for myself and for all of my wonderful readers.  YEAH!

You will notice that I have done something a little different for these cards.  There is actually not really a standard in the Montessori community when it comes to naming the parts of the seed.  I have made two cards for a couple of the parts so that you can choose which one you want to use at your place.

Parts of the Seed Nomenclature Cards
click on picture to link to file

The following terms are used:

• Seed Coat/Testa
• Seed Leaf/Cotyledon
• Radicle
• Embryo/Epicotyl

This is the Little Book to accompany the cards.  The child looks at the nomenclature card, colors the corresponding part on his/her page, and then writes in the name for that part.  You can cut them apart for the child, or they can do the cutting themselves.

Parts of the Seed Little Booklet
click on picture to link to file

This site carries my favorite bean seed puzzles to go along with these cards.  A Parts of the Seed Puzzle  could easily be made out of felt.  The following file could be used as a template.  I have used it on the shelf as a pasting activity for the children to make their own little seed to take home.  I will have to make an example in the next couple of weeks to show you.

Parts of the Seed Pasting Activity/Felt Puzzle Template
click on picture to link to file