Montessori Phonics - Introduction To Single Letter Sounds
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buds:
:callme:About the book... :idea:...
haven't got time to snap the shot yet. In
fact, haven't open from plastic yet. So...
Dun tell you first. Keep it in suspense. But
i think you will like it. If you dun oredi have
it lar at least. Hehee.. If you confirm want, then
i will pick it up for you and arrange makan place. :evil: -
Okie dokie..
:callme: Talk to you soon.
-
Hi Charmaine,
I bought the alphabet Snap from ELC located at paragon and united square. If you are looking for the phonics version, perhaps you can try there.
To my knowledge, there is a shop called Growing Fun that sells maths and phonics teaching materials that make learning fun.
Hope this helps.
-
*NOTE : In all these lessons, letters of the alphabet are not introduced.*
FOR 18MTHS - 3YRS OLD
Introduction To Single Letter Sounds > Lesson 3
Recap : \"Last week, we learnt the sounds of these letters.\"
Show sandpaper letter card /c/ and /f/...
Recap lessons. \"This letter makes the sound..... ?\"
Pause..... and wait if there is any response from the child(ren)?
If not, then continue.... \"This letter makes the sound /c/.\" You
may also show the child(ren) the objects last introduced. This
part is optional.
*One at a time.. ie. show in isolation*
\"/c/ as in cap, /c/ as in cat and /c/ as in crayon.\"
\"How about this letter? Do you remember what sound this
letter makes?\" Show the /f/ card. You may prompt the child(ren) if
the child/they does/do not immediately sound out the letter.....\"This
letter makes the sound.... (pause).... yes, good... it makes the sound
/f/ as in the word ffffff-ish.... ffffff-an.... fffff-lower.\" (Optional) : Show
/f/ objects during recap.
Introduction to the sound /i/
\"Today, we're going to learn a new sound.\"
\"This letter makes the sound /i/.\"
Show child(ren) the letter card.
Click here to hear the http://www.starfall.com/n/level-k/letter-i/load.htm?f
\"This is how I write/trace /i/.\"
Slowly show the child(ren) to use pointer and tall man
together to trace the letter..... the stick line from top to
bottom first followed by...
http://www.postimage.org/
..... the dot.
http://www.postimage.org/
Would you like to try?
Invite child(ren) to trace the sandpaper letter.
The purpose of the sandpaper letters is to develop a
muscular impression of the letter shapes & to associate
the sounds with the shapes. This also helps to develop a
visual impression and to learn the writing direction of the
letter shapes. ie. left to right.... top to bottom.
Trace the letter again and say to the child... /i/ as
in insect.
http://www.postimage.org/
\"Would you like to touch the insect?\"
Pass the insect to the child. You may wish to discuss
with the child(ren) about insects. ie. 6 legs, some hv
feelers, what they eat, does/do the child/children like
insects?.... or are they afraid of any insects, (etc)...
\"/i/ as in ink.\"
\"Look! I have a bottle of ink here! Would you like to see?\"
http://www.postimage.org/
You may wanna show the child(ren) how you drip/pour
the ink onto a stamp pad. Place emphasis on the sound
/i/ when introducing the objects...
End of 1st period.
2nd period. Show me....
RECAP :
For Period 2 in the 3-Period Lesson, show all the three
objects you've introduced all at the same time. In this
period, you are to observe how much of Period 1 has
been retained in your child's mind.. Place all objects
on a mat and ask the child to show/point to the object
that you ask for.
\"Can you show me the ink?\"
http://www.postimage.org/
\"Can you show me the insect?
http://www.postimage.org/
In this period, the child is not required to say
out the names of the objects. He/She is simply
encouraged to point to them upon being prompted.
Now for the last period in the 3-period lesson...
In this period, the child is now asked to say out the
letter sound and be able to say the names of the
objects that have been introduced.
Show each object in isolation in Period 3.
ie. show objects one at a time.
You : Can you tell me what this is...?
Child : insect
You: Can you tell me what this is...?
Child : ink
Then, conclude the lesson before putting the stuff away.
Today, we have learnt...
(Simultaneously showing the child the sandpaper letter)
\"... /i/ as in insect.... /i/ as in ink.\"
\"We'll learn another sound tomorrow/on another day...
I will place this material on this shelf, so you may
work with it when you feel like it.\" (Show child the plc)
Invite the child to put the materials away. Since there
has been gradual recap/revision with the other 2 letter
sounds ie. /c/ and /f/.... your child(ren) should be seen
modelling your lesson when they play. Child(ren) can be
seen picking up the tray/basket where you've left the
materials from the lesson..... younger babies may be
playing pointing game if they cannot really speak.... the
older kiddies may be replicating the lesson itself as well.
If they feel like having a repetition and invites you to do
the presentation again, (like pulling your arm to the shelf
where it is kept)..... by all means, go ahead. That definitely
shows that the child(ren) enjoyed your lessons!
Do always remember that if your child(ren) did not get any
of the steps right at any point of the 3-Period lesson, please
come back to it/the lesson/the presentation...
Young children need lotsa repetition to perfect their skill.
Special Note : As letter sound /i/ has limited objects that one
can get in the market.... cos i'm still looking for a realistic toy/
model iguana.... :roll: this lesson has 2 objects. As with most
Montessori presentations, directresses work the concrete 1st
and move on to abstract. In the case of learning letter sounds,
repetition can be done with children using picture cards.
The 3-period lessons can be done using picture cards as recap/
revision activity...... from the concrete touchy-feely lessons or
presentations.
Now for 3-Period Lesson Recap!
1st Period : Introduce letter sound & show objects in
isolation. ie. one at a time.
2nd Period : Display all the objects all at once and ask
child to show you, one at a time..
3rd Period : Ask the child to tell you the names of the
objects that you in isolation.. Then recap all the names
and the letter sound taught for the day.
“The things he sees are not just remembered; they form a part of his soul.” [Dr Maria Montessori] -
Hey buds,
Am not an early riser, am up cuz of stuffy nose. Anyways, would like to seek your input/opinion on this matter. I mentioned in your blog that I was going to start teaching him phonics when I am on holiday. Am actually motivated due to a particular incident that happened recently at MIL.
Some backgrd info first:
At the moment, he is attending a Mandarin playgrp cuz I would like him to build up his foundation on that. Apart from that, for EL, I let him listen to alot of audio stuff like stories, nursery rhymes and for phonics, the 'ants on the apple' series by Oxford Learning Tree. I prefer using this (audio) method he has picked up phonics sounds until 'k', knows the letters of the alphabets and count numbers to 20 and is also able to sing some songs now. I read to him extensively and we enjoy books together.
For me, what is more impt now is that he shd pick up good values like asking for permisssion etc... The academic part can come a bit later. However, just the other day at my MIL place, I had gone there to pick DS up. She proudly told me that he was able to read one of the books that she has been reading to him (btw, it was my DH's pri 1 reading bk, yup, she kept it all these yrs, in pretty gd condition too). I was a bit taken aback :shock: and when further questioned, and demonstrated by DS (pointing words randomly while describing the pix) I realized that he probably learnt 1 or 2 words by rote (I think). I almost fainted. I know this is the old sch of method. My MIL has been a tutor for more than 25 yrs. I am aware that her pupils have done well under her, but my son is not gearing for any academic exams/tests. I am also fully aware that she is not gging to change her method of teaching. For her, what worked for her sons will work for her grdson. (Later) DH did try to tell her that she shd work on letter sounds first before teaching reading but she adamantly refuted saying that my DH did not have a prob with this method when he was younger
When I shared this with DH, he was supportive of me, but also reminded me that because we depend on her as a secondary caregiver, she is gd to me, my DS thrives (emotionally) when he is there, we can't really tell her how to do her job, even though she is aware that I can do the job. Now we both also came to the conclusion that she needs to feel 'impt', that she is/has achieving/achieved something and that she is also prob motivated by 'competition' from relatives' grdchildren, hence her recent actions. Though I don't condone the last bit, we decided that rather than to create unneccesary friction, I shd start with phonics teaching so that he will learn to read properly and of course that is where your postings on Montessori phonics really benefitted me.
However, as I was packing last nite, I was feeling a little uncomfortable with the decision. On the whole, my DS is there like on an avg once or twice a week for half a day. Obviously, there is a clash of teaching methods, but more importantly, would it 'affect' my DS in the negative sense?
Appreciate your comment on this. -
autumnbronze:
I hope you're feeling better and taking proper medication too. :hugs:Hey buds,
Am not an early riser, am up cuz of stuffy nose. Anyways, would like to seek your input/opinion on this matter. I mentioned in your blog that I was going to start teaching him phonics when I am on holiday. Am actually motivated due to a particular incident that happened recently at MIL.autumnbronze:
Thanks for taking the time to share this.Some backgrd info first:
At the moment, he is attending a Mandarin playgrp cuz I would like him to build up his foundation on that. Apart from that, for EL, I let him listen to alot of audio stuff like stories, nursery rhymes and for phonics, the 'ants on the apple' series by Oxford Learning Tree. I prefer using this (audio) method he has picked up phonics sounds until 'k', knows the letters of the alphabets and count numbers to 20 and is also able to sing some songs now. I read to him extensively and we enjoy books together.
For me, what is more impt now is that he shd pick up good values like asking for permisssion etc... The academic part can come a bit later. However, just the other day at my MIL place, I had gone there to pick DS up. She proudly told me that he was able to read one of the books that she has been reading to him (btw, it was my DH's pri 1 reading bk, yup, she kept it all these yrs, in pretty gd condition too). I was a bit taken aback :shock: and when further questioned, and demonstrated by DS (pointing words randomly while describing the pix) I realized that he probably learnt 1 or 2 words by rote (I think). I almost fainted. I know this is the old sch of method. My MIL has been a tutor for more than 25 yrs. I am aware that her pupils have done well under her, but my son is not gearing for any academic exams/tests. I am also fully aware that she is not gging to change her method of teaching. For her, what worked for her sons will work for her grdson. (Later) DH did try to tell her that she shd work on letter sounds first before teaching reading but she adamantly refuted saying that my DH did not have a prob with this method when he was younger.
It definitely helps with the bigger picture.
I also like to applaud you for being neutral
and totally unbiased in your judgments/feedback
on your MIL and her care and also the way she's
treating you. It is important not to fix something
that ain't broken. ( ie. MIL-DIL relationship ) :celebrate:autumnbronze:
1. Your MIL can use a training workshop from me!When I shared this with DH, he was supportive of me, but also reminded me that because we depend on her as a secondary caregiver, she is gd to me, my DS thrives (emotionally) when he is there, we can't really tell her how to do her job, even though she is aware that I can do the job. Now we both also came to the conclusion that she needs to feel 'impt', that she is/has achieving/achieved something and that she is also prob motivated by 'competition' from relatives' grdchildren, hence her recent actions. Though I don't condone the last bit, we decided that rather than to create unneccesary friction, I shd start with phonics teaching so that he will learn to read properly and of course that is where your postings on Montessori phonics really benefitted me.
However, as I was packing last nite, I was feeling a little uncomfortable with the decision. On the whole, my DS is there like on an avg once or twice a week for half a day. Obviously, there is a clash of teaching methods, but more importantly, would it 'affect' my DS in the negative sense?
Appreciate your comment on this.
2. It is nice of her to read to your DS. Most i've heard typical
MILs do is plonk the kiddies in front of the TV. So... Lucky you!
3. Being an old time/school tutor, i would understand that she
would be using the traditional method of learning reading... tt
is by reading to the children often.
What your MIL is doing is not really a teaching method ( to reading )
in a way.... I suppose she is merely reading to the child the manner
reading would normally be. The pointing and testing of words or pix
is her way of indirectly telling you that your child is very smart and
able to pick up things very fast. Her manner of reinforcement is the
one and only fashion she knows how... via repetition.
Phonics and sight reading can come hand in hand. And in fact, it is
for a good cause too. A good Phonics programme will include good
readers with sufficient phonetic words that has been covered and it
should also include a fair bit of the normal sight words the child has
to learn anyway.
What you can do now, is to positively encourage your MIL to do it
inclining to how you prefer it to be done in this case, when it comes
to reading to your DS.
You may suggest that your MIL read books that you bring over when
your DS has to go there during the week. It can be phonetic rhyming
books & also mebbe some sight word cards that you have bought or
made. When you are there, indirectly show her how you'd do it with
your DS. ie. Perform for her... demonstrate to her how you read to
your DS... how you work the phonics with your DS... and how you
utilise materials that you have with your DS...
Present the \"lesson\" in her presence and include her when she
decides to sit in closer to watch... For example... DS... show
grandma the cat... Good... Now show grandma the camera...
Good.. (etc) Now tell grandma what this sound makes... (etc)
If you are not into flashing cards, do again work with DS in her
presence the way you are introducing them at home. This way
you need not hurt her feelings and no words need to be spoken.
She will catch the drift somehow.. and when she sees how your
DS enjoys your lessons and how he picks up the sounds... the
method will catch on with her.
I hope this helps, autumnbronze.
Do share how it pans out, aye?
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Hi autumnbronze,
Although you are not seeking comments from me, I just would like to share my experience in teaching my kids to read, hope you don't mind my \"kaypo-ness\"
We read alot since very young, and we didn't start with phonics at all. In fact, we started with flashcards and making up story cards that have stories related to them. You can say it's mainly by repetition and learning of sight words. They can recognise quite a number of common words (some are short ones like \"ant\" and long ones like \"butterfly\" and many sight words like \"I am a xxx\" \"This is a xxx\" etc) before 2yo. When they are about 2years old, we started on phonics but in a casual manner but with their exposure to literacy since young, it catches on them very fast and my elder child can read (as in blend and decode new words himself and not by memory) very well before 3yo. My younger child is not 2.5yo yet so still working on it 
After we started on phonics, we still do lots of reading together and learning other sight words. What I meant is, I believe that both whole-word recognition and phonics work hand-in-hand (in fact I'm more of a whole-word method for younger kids and phonics as they progress). I believe many English words cannot be decoded phonetically (correct me if I'm wrong) like \"one\". I don't think your child will be confused (btw not sure how old is he?), you can continue with your phonics method and your MIL can continue her \"general\" reading sessions with him (which I agree with Buds, not many grandmas can do that!!!). JIMHO -
*NOTE : In all these lessons, letters of the alphabet are not introduced.*
FOR 18MTHS - 3YRS OLD
Introduction To Single Letter Sounds > Lesson 4
Recap : \"Last week, we learnt the sounds of these letters.\"
Show sandpaper letter card /c/, /f/ and /i/.
Recap lessons. Show the sandpaper letter cards.
\"This letter makes the sound..... ?\" Pause.....
and wait if there is any response from the child(ren).
If not, then continue.... \"This letter makes the sound
/c/ or /f/ or /i/.\"....... depending on the card you use.
You may also show the child(ren) the objects that has
been used to date. This part though is optional.
Most important here is to know if your child knows all
the sounds he/she has been introduced to. You may
prompt your child if he/she has difficulty remembering.
However that said, it means that more reinforcements
have to be carried out with the previous letter sounds,
which in this case is /c/, /f/ and /i/. Add on or change
the objects which have been used thus far.
Introduction to the sound /m/
\"Today, we're going to learn a new sound.\"
\"This letter makes the sound /m/.\"
Show child(ren) the letter card.
http://www.postimage.org/image.php?v=gx1C3uTJ
Click here to hear the letter soundhttp://www.starfall.com/n/level-k/letter-m/load.htm?f
\"This is how I write/trace /m/.\"
Slowly show the child(ren) to use pointer and tall man
together to trace the letter..... beginning from the left
upright line - top to bottom.....
http://www.postimage.org/
... move the fingers back up and move right towards
the first curve downwards...
http://www.postimage.org/
... then back up again at the centre to finish off the last curve.....
The tracing should end at the bottom right of the letter m.
http://www.postimage.org/
Would you like to try?
Invite child(ren) to trace the sandpaper letter.
The objectives of the sandpaper letters are to develop a
muscular impression of the letter shapes and to associate
the sounds with the shapes. This also helps to develop a
visual impression and to learn the writing direction of the
letter shapes. ie. left to right.... top to bottom.
Trace the letter again and say to the child...
\"/m/ as in mirror.\"
http://www.postimage.org/
\"Would you like to hold the mirror?\"
Pass the mirror to the child. If you
are working with more than 1 child,
ask the first child to pass the object
to the next child beside him/her till
everyone has had a chance. Though
the teacher or the parent can pass
around the item to the others, this
practice helps to promote turn-taking
and patience amongst children.
\"/m/ as in money.\"
\"Would you like to count the money?\"
http://www.postimage.org/
\"/m/ as in microscope.\"
http://www.postimage.org/
You may engage the children in small
talk on the use of the microscope to
view microbiological specimens at
high power magnification. I got mine
free with a kids' meal from Burger
King.
End of 1st period.
2nd period. Show me....
RECAP :
For Period 2 in the 3-Period Lesson, show all the three
objects you've introduced all at the same time. In this
period, you are to observe how much of Period 1 has
been retained in your child's mind.. Place all objects
on a mat and ask the child to show/point to the object
that you ask for.
\"Can you show me the money?\"
\"Can you show me the microscope?
\"Can you show me the mirror?
Make extra emphasis on the mmmmmm sound.
In this period, the child is not required to say
out the names of the objects. He/She is simply
encouraged to point to the objects upon being
prompted with the object name.
Now for the last period in the 3-period lesson...
In this period, the child is now asked to say out the
letter sound and be able to say the names of the
objects that have been introduced.
Show each object in isolation in Period 3.
ie. show objects one at a time.
You : Can you tell me what this is...?
Child : microscope
You: Can you tell me what this is...?
Child : mirror
You: Can you tell me what this is...?
Child : money
Then, conclude the lesson before putting the stuff away.
Today, we have learnt...
(Simultaneously showing the child the sandpaper letter)
\"... /m/ as in mirror.... /m/ as in money.... and /m/ as
in microscope.... We'll learn another sound tomorrow/
on another day... I will place this material on this shelf,
so you may work with it when you feel like it.\"
It is always good to invite the child to help keep the
materials. It helps the child(ren) remember how the
material should be kept and where it is placed.
This part is always important, which i always try to
reinforce to parents of my students..... constantly
remember that if your child(ren) did not get any
of the steps right at any point of the 3-Period lesson,
please come back to the lesson again. Practice makes
perfect. Repetition gives children confidence and offers
silent encouragement that they do not necessarily have
to get it right the first time around.
3-Period Lesson Recap!
1st Period : Introduce letter sound & show objects in
isolation. ie. one at a time.
2nd Period : Display all the objects all at once and ask
child to show you, one at a time..
3rd Period : Ask the child to tell you the names of the
objects that you in isolation.. Then recap all the names
and the letter sound taught for the day.
“It is the child who makes the man, and no man exists who was not made by the child he once was.” [Dr Maria Montessori] -
H bud,
Had pm you. -
Hey Buds
Where u get the alphabet sandpaper? DIY??
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