Organizing Primary Montessori Presentations

Below is just one of many possible ways to organize the primary Montessori experiences (primary being ages 2.5-6 years of age, or the developmental equivalent). Eight intervals across the 3.5-4 years of Primary Montessori (a child could potentially be in primary from the age of 2.5 until almost 6.5).

Each individual child might be ahead/behind in particular areas (i.e. sensorial language skills) but these are roughly where the pieces fit.

NOTE the mentioning of the same heading in various areas - each of these items/experiences has many layers to it. Indeed most of what is below has many layers even within a particular interval.

As defined here, an interval is approximately a 6-month span of time when a child begins at 2 1/2 years of age. If/when a child starts later, then we begin with the first interval and proceed at the child's pace (which is what we do anyway - it just means that it might be faster; or it is ok if a child does take a full 6 months).

A child entering primary at age 5 or older? Check our other Montessori Nuggets for suggestions.

Would you like to download this Primary Montessori Basic Intervals file as a Word doc? Click here.
(edited 2/22/15 - updated the link)

Primary Montessori: Suggested Order of Presentations

Follow your child’s needs and interests. Within each level (interval) provided here, there are few pre-requisites; generally any pre-reqs refer to something in the previous interval. Refer to the album pages for details how to present as well as what to present or invite work on for each age. Older children entering Montessori will move more quickly through some areas. That is fine. Or slower. That is fine too. For a typically developing 2.5 year old just beginning, these levels approximate 6-month increments, with notes of what will take longer.

Anything noted as “Cont” means “Continue into the next interval or even beyond – continue as needed for that child.” With that said, almost everything can be continued for any duration or in extension work or interests – do not be limited by this scope and sequence, but freed to focus on developmentally appropriate activities for your child, providing you time to encourage interests and family experiences.

Recall too that the practical life presentations are not limited to what is listed here. Add practical life and art and outdoor activities as are appropriate to your children. The albums you follow will have additional suggestions as well as guidelines for appropriate additions.

NOTE that these presentations each contain a series of layers (extensions, games, exercises, follow-ups) that are designed to be given in a particular sequence, at particular readiness-ages – some earlier, some later. Please refer to your album pages for the specifics.

First Interval: Entrance into Primary Montessori

EPL: Control of Movement	Walking on the Line
Spoken:Vocabulary Enrichment	Orientation Game
Spoken:Vocabulary Enrichment	Naming Objects in the Environment
Spoken:Vocabulary Enrichment	Collecting Classified Objects
Spoken:Vocabulary Enrichment	Classified Cards	Continue until reading
Spoken: Language Development	Storytelling	Cont
Spoken: Language Development	Reading and Books in the Library	Cont
Spoken: Language Development	Poems	Cont
Spoken: Language Development	Conversation	Cont
Spoken: Language Development	Conversation	Cont
Spoken: Language Development	Question Game	Cont
Spoken: Language Development	Cultural Folders	Cont
Spoken: Language Development	Extension: fictional story telling	Cont
EPL: Preliminary Exercises	How to Carry a Working Mat
EPL: Preliminary Exercises	How to Place a Pitcher
EPL: Preliminary Exercises	How to Carry a Tray
EPL: Preliminary Exercises	How to Roll a Working Mat
EPL: Preliminary Exercises	How to Put Down a Chair
EPL: Preliminary Exercises	How to Sit On a Chair at a Table
EPL: Preliminary Exercises	How to Fold Napkins
EPL: Preliminary Exercises	How to Pour Grain
EPL: Preliminary Exercises	How to Pour Water
EPL: Preliminary Exercises	How to Fold a Dust-cloth to Put Away
EPL: Preliminary Exercises	How to Fold a Dust-cloth to Dust
EPL: Care of Self	Snap Frame
EPL: Care of Self	Hook and Eye Frame
EPL: Care of the Environment	How to Dust a Table
EPL: Care of the Environment	How to Use a Dustpan and Brush
EPL: Care of the Environment	How to Sweep
EPL: Care of the Environment	How to Wipe Up a Spill
EPL: Care of the Environment	How to Dust Leaves
EPL: Care of the Environment	How to Make Lemon Water
EPL: Grace and Courtesy	How to Walk Around A Mat
EPL: Grace and Courtesy	How to Introduce Yourself
EPL: Grace and Courtesy	How to Apologize
EPL: Grace and Courtesy	How to Observe
EPL: Grace and Courtesy	How to Draw Attention
EPL: Grace and Courtesy	How to Accept a Compliment
EPL: Grace and Courtesy	How to Blow Your Nose
EPL: Grace and Courtesy	Own Grace and Courtesy
Writing	Sound Games	Cont
Language Extension	How to Teach a Song	Cont

Second Interval

Spoken:Vocabulary Enrichment	Practical Life Objects
Spoken:Vocabulary Enrichment	Parts of an Object
Spoken:Vocabulary Enrichment	Language of the Sensorial Materials	Cont
Spoken:Vocabulary Enrichment	Three Period Lesson	Cont
Spoken:Vocabulary Enrichment	Related Objects Game
Spoken:Vocabulary Enrichment	Description/Definition Game
Spoken:Vocabulary Enrichment	Stories – Biological Classifications
Spoken:Vocabulary Enrichment	Sorting Game – Biology Classifications
Spoken:Vocabulary Enrichment	Nomenclature Cards – Scientific
Spoken:Vocabulary Enrichment	Life Cycles
Spoken:Vocabulary Enrichment	Oral Language Games
Spoken: Language Development	Land and Water Form Folders	Cont
Spoken: Language Development	Land and Water Form Outline Maps	Cont
Spoken: Language Development	Biome Folders	Cont
Spoken: Language Development	Art Folders	Cont
EPL: Care of Self	How to Wash Hands
EPL: Care of Self	How to Polish Shoes
EPL: Care of Self	Button Frame
EPL: Care of Self	Buckle Frame
EPL: Care of Self	Zipper Frame
EPL: Care of the Environment	How to Polish Glass
EPL: Care of the Environment	How to Care for Plants
EPL: Care of the Environment	How to Polish Wood
EPL: Care of the Environment	How to Wash a Table
EPL: Care of the Environment	How to Wash Cloths
EPL: Care of the Environment	How to Iron
EPL: Care of the Environment	How to Arrange Flowers
EPL: Care of the Environment	How to Wash Fruits and Vegetables
EPL: Care of the Environment	How to Bake
EPL: Control of Movement	The Silence Activity	Cont
EPL: Visual Art	Rubbings (Exploration of Texture)
EPL: Visual Art	Cutting - Snipping
EPL: Visual Art	Cutting - Lines
EPL: Visual Art	Cutting and Gluing (Exploration of Space)
EPL: Visual Art	Painting (Exploration of Color)
EPL: Visual Art	Sculpting (Exploration of Form)
EPL: Visual Art	Beginning Sewing
Sensorial: Visual - Dimension	Cylinder Blocks
Sensorial: Visual - Dimension	Pink Tower
Sensorial: Visual - Dimension	Brown Stair
Sensorial: Visual - Dimension	Red Rods
Sensorial: Visual - Color	Color Tablets Box I
Sensorial: Visual - Color	Color Tablets Box II
Sensorial: Visual - Color	Color Tablets Box III
Sensorial: Visual - Shape	Geometry Cabinet	Cont
Sensorial: Visual - Combined	Binomial Cube
Sensorial: Tactile	Sensitizing Fingers
Sensorial: Tactile	Touch Boards
Sensorial: Tactile	Touch Tablets
Sensorial: Tactile	Blindfold
Sensorial: Tactile	Fabrics
Sensorial: Baric	Baric Tablets
Sensorial: Gustatory	Tasting Bottles
Sensorial: Auditory	Bells	Cont
Sensorial Aspects of the World	Sandpaper Globe
Sensorial Aspects of the World	Continents Globe
Sensorial Aspects of the World	World Puzzle Map
Sensorial Aspects of the World	Continent Puzzle Map
Sensorial Aspects of the World	United States Puzzle Map
Sensorial Aspects of the World	Land and Water Forms
Sensorial Aspects of the World	Oceans Globe	Cont
Sensorial Aspects of the World	Flags	Cont
Sensorial Aspects of the World	Climatic Zones	Cont
Writing	Sound Games	Cont
Writing	Sandpaper Letters
Writing	Sandpaper Phonograms
Writing	Metal Insets
Writing - Art of Handwriting	Book Making	Cont
Language Extension	Plant Study	Cont

Third Interval

Spoken: Language Development	Land and Water Form Outline Maps:	Cont
Spoken: Language Development	My State	Cont
EPL: Care of Self	Bow Frame	Cont
EPL: Care of Self	Lacing Frame – V Pattern	Cont
EPL: Care of Self	Lacing Frame – X Pattern	Cont
EPL: Care of Self	Lacing Frame – Linear Pattern	Cont
EPL: Care of Self	Safety Pin Frame	Cont
EPL: Care of the Environment	How to Polish Metal
EPL: Care of the Environment	How to Peel & Cut Fruits and Vegetables	Cont
EPL: Visual Art	Contour Drawing with Crayon (Exploration of Line)
EPL: Visual Art	Drawing with Colored Pencils
EPL: Visual Art	Sewing a Button
Sensorial: Visual - Dimension	Cylinder Blocks
Sensorial: Visual - Dimension	Pink Tower
Sensorial: Visual - Dimension	Brown Stair
Sensorial: Visual - Dimension	Red Rods
Sensorial: Visual - Color	Color Tablets Box III
Sensorial: Visual - Shape	Geometry Cabinet
Sensorial: Visual - Shape	Geometry Cards	Cont
Sensorial: Visual - Shape	Leaf Cabinet	Cont
Sensorial: Visual - Combined	Trinomial Cube	Cont
Sensorial: Tactile	Touch Tablets
Sensorial: Tactile	Trinomial Cube
Sensorial: Tactile	Fabrics
Sensorial: Baric	Baric Tablets
Sensorial: Thermic	Thermic Bottles	Cont
Sensorial: Thermic	Thermic Tablets
Sensorial: Gustatory	Tasting Bottles
Sensorial: Olfactory	Smelling Bottles
Sensorial: Auditory	Sound Cylinders
Sensorial: Auditory	Bells
Sensorial: Stereognostic	Geometry Solids
Sensorial: Stereognostic	Stereognostic Bags	Cont
Sensorial: Stereognostic	Mystery Bag	Cont
Sensorial Aspects of the World	Continent Puzzle Map
Sensorial Aspects of the World	United States Puzzle Map
Sensorial Aspects of the World	Climatic Zones
Sensorial Aspects of the World	Climatic Zones
Writing	Sound Games
Writing	Sandpaper Letters
Writing	Sandpaper Phonograms
Writing	Small Metal Insets

Fourth Interval

Spoken: Language Development	Land and Water Form Outline Maps	Cont
Sensorial: Visual - Shape	Geometry Cabinet	Cont
Sensorial: Visual - Shape	Geometry Cabinet Cards	Cont
Sensorial: Visual - Shape	Leaf Cabinet Cards	Cont
Sensorial: Visual - Combined	Constructive Triangles	Cont
Sensorial: Visual - Combined	Rectangular Box A	Cont
Sensorial: Visual - Combined	Rectangular Box B	Cont
Sensorial: Visual - Combined	Triangular Box	Cont
Sensorial: Visual - Combined	Large Hexagonal Box	Cont
Sensorial: Visual - Combined	Small Hexagonal Box	Cont
Sensorial: Visual - Combined	12 Blue Triangles	Cont
Sensorial: Visual - Combined	Graded Geometric Figures
Sensorial: Visual - Combined	Decanomial Square
Sensorial: Thermic	Thermic Tablets
Sensorial: Auditory	Sound Cylinders
Sensorial: Auditory	Bells	Cont
Sensorial: Stereognostic	Geometry Solids	Cont
Writing	Movable Alphabet:
Writing	Map Making	Cont
Writing - Art of Handwriting	Sand Tray	Cont
Writing - Art of Handwriting	Chalkboards
Writing - Art of Handwriting	Paper Material
Writing - Art of Handwriting	Initial Strokes
Writing - Art of Handwriting	Green Boards (Initial strokes)
Writing - Art of Handwriting	Handwriting Charts – 5	Cont
Musical Expression	Notation with the Bells	Cont
Musical Expression	Note Names with the Bells	Cont
Musical Expression	Reading Music	Cont
Language Extension	Clapping – Rhythm	Cont
Language Extension	Plant Experiments	Cont
Mathematics: Numbers 1-10	Number Rods
Mathematics: Numbers 1-10	Sandpaper Numerals (cyphers)
Mathematics: Numbers 1-10	Number Rods and Cards
Mathematics: Numbers 1-10	Spindle Boxes
Mathematics: Numbers 1-10	Zero Activity
Mathematics: Numbers 1-10	Cards and Counters
Mathematics: Numbers 1-10	Memory Game of Numbers (Chit Game)

Fifth Interval

EPL: Visual Art	Advanced Cutting
EPL: Visual Art	Advanced Sewing – Running Stitch
EPL: Visual Art	Sewing a Pillow (Student’s Own Presentation)
Sensorial: Visual - Combined	Decanomial Square	Cont
Sensorial: Visual - Combined	Decanomial Square	Cont
Sensorial: Visual - Dimension	Knobless Cylinders
Sensorial: Auditory	Bells
Writing	Movable Alphabet
Reading: Phonetic Reading	Phonetic Object Box
Reading: Phonetic Reading	Phonetic Reading Cards
Reading: Phonetic Reading	Phonetic Reading Commands
Reading: Phonetic Reading	Phonetic Booklets
Reading: Phonetic Reading	Rhyming Words
Reading: Phonograms	Phonogram Object Box and Alphabet Boxes
Reading: Phonograms	Phonogram Shadow Box
Reading: Phonograms	Phonogram Booklets -
Reading: Phonograms	Phonogram Cards
Reading: Phonograms	Phonogram Alphabet Exploration
Reading: Phonograms	Phonogram Commands
Reading: Puzzle Words	Puzzle Words
Musical Expression	Staff, Ledger Lines, G-Clef
Musical Expression	Note Names on the Numbered Staff Board
Musical Expression	Note Names on the Unmarked Staff Board
Musical Expression	Unmarked Staff Boards – Parallel Exercise 1: Matching Cards with Bells
Musical Expression	Unmarked Staff Boards – Parallel Exercise 2: Nomenclature Cards
Musical Expression	Unmarked Staff Boards – Parallel Exercise 3: Grading
Musical Expression	Composing on the Bells
Mathematics: Decimal System	Introduction to the Bead Material
Mathematics: Decimal System	Introduction to the Card Material
Mathematics: Decimal System	Formation of Numbers
Mathematics: Decimal System	Change Game
Mathematics: Decimal System	Addition with the Golden Beads
Mathematics: Decimal System	Subtraction with the Golden Beads
Mathematics: Decimal System	Multiplication with the Golden Beads
Mathematics: Decimal System	Division with the Golden Beads
Mathematics: Decimal System	Stamp Game Addition	Cont
Mathematics: Decimal System	Stamp Game Subtraction	Cont
Mathematics: Decimal System	Stamp Game Multiplication	Cont
Mathematics: Decimal System	Stamp Game Division	Cont
Mathematics: Counting	Teens Stage I: Teen Boards 11-19
Mathematics: Counting	Teens Stage II: Teen Boards 11-19
Mathematics: Counting	Teens Stage III: Teen Beads and Boards 11-99
Mathematics: Counting	Tens Stage I: Tens Boards 10-90
Mathematics: Counting	Tens Stage II: Tens Beads and Boards 10-90
Mathematics: Counting	Tens Stage III: Tens Beads and Boards 11-99

Sixth Interval

Sensorial: Visual - Shape	Geometry Cabinet Cards
Sensorial: Visual - Shape	Leaf Cabinet Cards
Sensorial: Visual - Combined	Decanomial Square
Sensorial: Auditory	Bells
Reading: Phonograms	Research	Cont
Reading: Phonograms	Spelling	Cont
Reading: Phonograms	Dictionary	Cont
Reading: Phonograms	Personal Dictionary	Cont
Reading: Puzzle Words	Puzzle Words	Cont
Reading Classification	Presentation I – Classifying the Environment	Cont
Reading Classification	Presentation II – Cards with Labels
Reading Classification	Presentation III
Reading: Function of Words	Article -
Reading: Function of Words	Adjective
Reading: Function of Words	Logical Adjective	Cont
Reading: Function of Words	Detective Adjective	Cont
Reading: Function of Words	Conjunction	Cont
Reading: Function of Words	Preposition	Cont
Reading: Function of Words	Verb	Cont
Reading: Function of Words	Adverb	Cont
Reading: Function of Words	Logical Adverb	Cont
Reading: Function of Words	Continuation of Commands	Cont
Reading: Function of Words	Symbol and Phrase Game	Cont
Reading: Word Study	Compound Words	Cont
Reading: Word Study	Suffixes	Cont
Reading: Word Study	Prefixes	Cont
Reading: Word Study	Word Families	Cont
Reading: Word Study	Adjectives	Cont
Reading: Word Study	Singular and Plural	Cont
Reading: Word Study	Synonyms	Cont
Reading: Word Study	Antonyms	Cont
Reading: Word Study	Homophones	Cont
Reading: Word Study	Homographs	Cont
Reading: Word Study	Animal Collectives	Cont
Reading: Word Study	Animals and Their Young	Cont
Reading: Word Study	Animal Sounds	Cont
Reading: Word Study	Animal Homes	Cont
Reading: Word Study	Animal Families	Cont
Reading: Word Study	Contractions	Cont
Musical Expression	Unmarked Staff Boards – Parallel Exercise 4: Descriptions/Definitions
Language Extension	Who Am I?	Cont
Mathematics: Decimal System	Dot Game
Mathematics: Decimal System	Word Problems	cont
Mathematics: Counting	Linear Counting: Stage I – Hundred Chain
Mathematics: Counting	Linear Counting: Stage II – Thousand Chain
Mathematics: Counting	Skip Counting
Mathematics: Memorization	Addition Snake Game
Mathematics: Memorization	Addition Strip Board
Mathematics: Memorization	Addition Charts
Mathematics: Memorization	Subtraction Snake Game
Mathematics: Memorization	Subtraction Strip Board
Mathematics: Memorization	Subtraction Charts
Mathematics: Memorization	Multiplication with Bead Bars
Mathematics: Memorization	Multiplication Board
Mathematics: Memorization	Multiplication Charts

Seventh Interval

Reading Analysis	Simple Sentences Stage I
Reading Analysis	Simple Sentences Stage II
Reading Analysis	Simple Sentences Stage III
Mathematics: Decimal System	Long Division with Bows
Mathematics: Memorization	Unit Division Board
Mathematics: Memorization	Division Charts
Mathematics: Fractions	Introduction to Fractions
Mathematics: Fractions	Fraction: Operations

Eighth Interval

If primary children do not get to this work, they will have appropriate elementary versions presented. Some children will get to these presentations; some will not.

M: Passage to Abstraction	Small Bead Frame
M: Passage to Abstraction	Wooden Hierarchical Material
M: Passage to Abstraction	Large Bead Frame
M: Passage to Abstraction	Division with Racks and Tubes

Montessori and Phonetic Words

More words are phonetic than just CVC words - consonant-vowel-consonant (like cat, bat, hit, bit, sit, rot, and the like). We don't need to limit the children to such words.
"Pumpkin" is phonetic - technically, so is the word "phonetic".


In Montessori, with the approach that Montessori herself discovered with the children, that Muriel Dwyer summarized in her booklet on the exploration of reading and writing with children, and that AMI and others still teach in their training programs, the children are given 40-44 "keys" to their English language (the number varies in other languages), through playing sound games thoroughly,

then they learn the written representation of those sounds through the sandpaper letters (individual letters on pink/blue backgrounds according to vowel or consonant; double/triple letters on green background - taught all together, not all individuals then all double/triple - and in cursive so the children know the entire *sound*)...

Now the children have all that they need to WRITE (an easier task than reading) - they write with the movable alphabet, while their hands are continuing to strengthen and develop writing skills with the sensorial materials, the metal insets and more. And then can write their OWN ideas. They don't need pictures or objects or adult lists of words to create. They can write what they want. 

Because they have been given the keys they need. And only the keys they need, include time to explore their own interests and have LOTS of real life experiences that they want to write about. To explore, to learn --- and to one day, on their own, to discover for themselves:

they can READ!


This was Montessori's experience - and this is the experience of all those who follow in her footsteps - provide the keys, follow the child's genuine needs/interests with lots of real life experiences - and observe.

Montessori IS...

Before we start, let's consider that all of the below could be "included" to a small and APPROPRIATE degree within a Montessori environment. And the Montessori approach is set to meet the needs of the individuals living IN that environment/community.

And let's move towards accuracy of our terms.


Montessori is NOT:


Montessori is not letter of the week. P is for pumpkin. Have a seasonal focus such as a focus on pumpkins and other fall produce - via practical life in drying pumpkins/gourds, decorating them, carving them, preparing snacks with their insides, etc. These are GREAT. Swap out some language experiences, especially in describing sensorial experiences with these autumn objects (taste, smell, visual, texture - lots of sensorial real life experience, lots of language, lots of practical life, even some math if you want to introduce basic graphing (how many seeds in each pumpkin/gourd), measuring using language such as height, length, width, girth, perimeter ---- AWESOME options here! All that expand on the keys provided. We call this "real life experience" ;)

Just remember that 1) pumpkin is phonetic and 2) whether phonetic or not, play the SOUND GAME with it ;)
Pumpkin is also for p, uh, m, another p, ck, ih, n
What are ALL the sounds you hear in the word pumpkin? What other words do we know with "uh" in the middle? with "n" at the end? Any words that rhyme with pumpkin?
(this leads into not focusing on CVC words (consonant-vowel-consonant) - but providing experiences exploring ALL of language --- another topic, for another day)

Montessori is not "work on trays". We do have some work on trays.

Montessori is also not "work on mats" though this practice is more prevalent than trays ;)

Montessori is not worksheets, however cute. In homeschools, we find these slip in from time to time.

Montessori is not hands-on learning. Well, it IS hands-on learning, but just because it is a hands-on activity doesn't mean it is actually Montessori or even Montessori inspired. Some hands-on activities available via internet and dubbed as Montessori are still adult-directed, not developmentally needed activities.

Montessori is NOT free-for-all - only do what the child wants to do and absolutely nothing else. The adult sets the environment; the child constructs himself from it. The adult is a guide for the child through that environment, and the adult carefully observes the child, has conversations with him, and gets to know each child very well so as to know what is the next appropriate step for the child, then present new material as such. The adult should also be presenting some new material at varying times regardless of interest, so as to expand the children's horizons, provide additional work choices, ignite potential interest either in the moment or down the road, the child will know there is a suitable work choice already available to him when he is ready.

Montessori is not unit studies. The teacher/adult/parent might have some seasonal experiences for the children, and there may be some rotation of a very few materials. Within a homeschool setting, there can be unit studies of course; just know that these are part of your home experience. It is a slippery slope to have "Montessori units" because it becomes adult led and directed, and not keys-based, interest/need-driven. Unit studies centered around a family interest and planned/modified as a group are GREAT. Thus, they have a place, but are let's call it "outcomes" based on interests/needs/keys, not what we go into Montessori with.



Montessori IS:

Montessori IS real life experiences in the context of real life, with some time spent each day focusing on specific keys to the world (below age 6) or keys to the universe (above age 6) - height, weight, numbers, specific practical life skills. Each of these experiences and skill-keys are developmental in that the child takes these experiences and these keys and constructs (develops) himself with them. We follow the child in his developmental needs and his personal interests, sometimes providing something he needs but doesn't know that he needs, through a new presentation, a conversation, a real life experience.

Montessori Albums - Curriculum and Discovery

We do not use the albums as a curriculum but only as a guide. We want the child to discover all that we don’t show him. This discovery versus direct teaching allows the children to be truly inspired – the doors are opened for them and they make the discoveries on their own so that the learning becomes truly theirs and they are enticed and inspired to further exploration.

Montessori believed that too much regulation can lead to rebellion, while too much freedom can lead to chaos. It is important to balance the two.[1]   “The first thing her education demands is the provision of an environment in which he can develop the powers given her by nature. This does not mean just to amuse her and let her do as she likes. But it does mean that we have to adjust our minds to doing a work of collaboration with nature, to being obedient to one of her laws, the law which decrees that development comes from environmental experience.”[2]

---

[1] Dr. Montessori, Maria. (1949).  The Absorbent Mind, Kalakshetra Publications, 12^th Edition

[2] Dr. Montessori, Maria. (1949).  The Absorbent Mind, p94, Kalakshetra Publications, 12^th Edition

Montessori Changes with Age

Montessori at preschool/kindergarten is NOT the same as Montessori at elementary or Montessori at adolescence.


But it is the same.

Same:

• Respect for the development of the child in that moment.
• Provide keys; time/material to explore interests.
• Development of child's innate human capabilities through human needs and tendencies.

Different:

• Primary (preschool/kindergarten) is keys to the WORLD; elementary is keys to the UNIVERSE; adolescence is keys to ONESELF and one's place in the cosmic plan.
  
• Primary we have movement and words separate - in elementary and adolescence we can give words with the actions.
  
• Primary (and infant/toddler) is the absorbent mind; elementary is the reasoning mind.
  
• Primary gets some work already prepared for them on trays or on a shelf; elementary, they collect the items they need from their natural locations or supply shelves (planning through what they need so they don't have to stop their work and get another item).
  
• Adolescence we are giving them the keys they need to live an adult life. They are not adults yet, but we start practicing those skills, so they don't entirely flounder later. Indeed we set them up for success.
  

Montessori Work - What is it? Is it trays?

Montessori is not "on a tray".

There are SOME activities organized into a tray for the children's use; these tend to be for the very new and the very young.

They progress away from this set-up very quickly in primary; in elementary, they use empty trays to go collect all the items they need to bring back to their work space.

Even in primary, the children will need to go elsewhere in the environment to collect items to finish their work set-up (items to be polished, for example, should not be placed next to the polishing trays - the children should be polishing items from all around the environment).

THIS WORK IS ON A TRAY. 

THIS WORK IS NOT ON A TRAY! 

Neither is this on a tray: 

 Or anything around it:

None of this stuff is on a tray:

this was before I added more horizontal shelves....
even then, there was one tray, organizing some language stuff -
a basket really. It stayed on the shelf and the children took the cards they wanted. 

 No trays here:

There is a writing tray on the one desk there: aha! A TRAY!!!

MORE TRAYS! Can you spot them? They are in the back corner, so the elementary children can collect their supplies and bring them to their work area.

We do have mats.... lots of those!
Maybe Montessori is Mats.

2 trays: one with the number bead bars 1-9; the other is used for transporting golden bead materials from another shelf to the.... MAT.

NO trays! For all that math!

Wow. So few trays (most are in practical life, unpictured here, not sure where the pictures went). And this is actually a genuine Montessori environment. With so few trays?
Oh yeah! Montessori is MATS. (that is said tongue-in-cheek - Montessori is actually not mats either).

Montessori Nomenclature Cards - what are they FOR!?

Nomenclature is always REVIEW of the concept in elementary, with invitation to create one's own booklet or chart, to make the work one's own, with one's own definitions of the terms.

Nomenclature is always READING PRACTICE on FAMILIAR CONCEPTS in primary. We give vocabulary with the picture-only cards after they have had real experience with the items represented in the pictures. Then we add the words as they are learning to read, to give them familiar items to match up with the sounds they are learning (these sounds they should already be writing - remember, the child should write before reading); then we add the definitions as they become stronger readers, to give them more for reading practice on definitions they already know.

To back up a step, we are reading those definitions (via the booklets) or at least describing the terms in their context of real life experience. When the children start reading, they find familiarity in the definitions with what they already know.

Nomenclature cards are not teaching tools. They are review of concepts and reading/vocabulary practice.

Thus the child can move into whole reading rather quickly, because of a foundation of a variety of real life experiences, with sound vocabulary and other rich spoken language experiences provided from the beginning of his life, exploring the sounds of his language with the sound games and all the sandpaper letters, then the movable alphabet; freed from the tedium of step-by-step systems, he has the keys to explore his own language, other languages, and indeed the whole world around him.

Maria Montessori called the sensorial materials "keys of the world" - indeed all that observed and tested in all areas of the infant, toddler and primary (3-6, preschool and kindergarten), are keys of the world.

Montessori Without Materials !?

You can certainly do "Authentic" Montessori at home without the materials. How is that possible? Because pure Montessori is about the following concepts: 

• *beauty, simplicity, order

• *follow the child (the child's interests, abilities, needs)

• *OBSERVE - and RESPOND appropriately according to the plane of development and individual needs/interests

• *provide KEY experiences - not overwhelming with too much information, or 10 materials to teach the same concept; or even 1 material that is so busy it doesn't allow for focus

• *routine and beauty/simplicity/order that allows for developing long periods of concentration

• *movement integrated with learning, balanced with moments of stillness and silence. 

Not a single specifically Montessori material mentioned ;) 

and for those who do use the specifically designed Montessori materials that do provide the Keys to the World and the Keys to the Universe? They phase out, until there are almost no such materials in upper elementary. 

Montessori Albums - Curriculum - Lesson Plans

Montessori albums tell you how to present the materials, how to use the materials, provide guidance on typical best times to present that work option to your child. Your child's abilities and interest dictate the pace.

These provide the curriculum (scope and sequence), the lesson plans (how to present/use the materials), suggested ages and experience ranges.

Authentically Montessori albums should NOT provide daily lesson plans (what to present on each day - your child and you decide this based on the child's interests and abilities). They should not dictate all the follow-ups your child does. Album pages (the lesson plans that tell you how to use the materials) provide some games and extensions that are good for most/all children; and some that are suggested for most/some children. Some follow-ups the children will discover on their own, if we guide them that direction, preparing the environment and our words to encourage their own self-discovery.

Montessori Curriculum

Curriculum is the sum of the child's experiences in a particular educational setting.
Montessori is an education as an for life itself.

The Montessori curriculum is found in a blend of the Montessori albums (lesson plans are the album pages) and the needs of the particular child before. The Montessori approach provides the keys for the universal child and time/resources to follow the interests and needs of the very unique individual child before you.

For more information on the key aspects of an authentic Montessori experience, pick up a Keys of the World or Keys of the Universe primary or elementary theory album.

Why Montessori is NOT Daily Lesson Plans

Some people really want Montessori daily lesson plans. This is a contradiction of terms.


Short story: 
Montessori - Follows the Child.
Daily Lesson Plans - Don't.

Montessori albums tell you how to present the materials, how to use the materials, provide guidance on typical best times to present that work option to your child. Your child's abilities and interest dictate the pace.


Some random details/thoughts: 
There is NO curriculum publisher, NO Montessorian, NO traditional public school teacher, NOBODY can predict, pre-determine a child's interests from day to day, months or years (or even HOURS!) ahead of time.

But what is "interest"? Referring to a child before the age of 6, we are referring to sensitive periods and a lighthouse-like feature of the child's mind that can absorb deep facts and experiences when the light is shining on that particular area, while everything else is entirely ignored. Then the child's focus shifts, some things seem to be "forgotten" for a time (they are generally picked back up very quickly afterwards), and a new focus is centered on.

Referring to an elementary child, "interest" refers to the child's research, projects, and work choices, both in academics and personal life.

In both cases, we present a relatively consistent flow of new and deeper experiences, while honoring the child's need for time - time to just BE, time to explore, time to make discoveries and connections of one's own.

These interests cannot be pre-planned in any particular order. Within a particular subject, a child may jump to chapter 4 of the geography album in elementary without doing all of chapters 1, 2, or 3. Why? Because outside of the very earliest presentations, the chapters are there for the adult's organization - NOT the child's curriculum. Follow the child's interests so that we can provide a rich experience when the child is entirely prepped to do so; so we might do work of air before work of water; or vice versa. There may be "early" activities in each of the chapters for the younger children, to provide the framework and basic of the key experiences, so that the child is exposed to an array of interest-options.


Now, some people say that those lessons, those keys we give to continue their experiences, can be pre-planned. But no, they really can't either. At least on a daily or even a weekly basis. A child may move through a few presentations quickly, then need time to delve into particular ones without receiving a new presentation in that area for a short time, because interest has been centered, and the creative juices are flowing.

Thus albums are divided up by "subject" - not daily, not weekly. But some albums do have charts to show the options for possible paths, leaving leeway for each individual learner.


Montessori, using daily lesson plans, outlined by someone who does not personally know the child before you; it is hard to call that Montessori because of the number of Montessori principles that type of practice entirely ignores, the most important of which is: Follow the Child.

Albums and Environment

Montessori Albums are the Montessori environment in written form. 

We actually begin with the environment, and the album stems from it.

The environment should be organized according to the album, not because the album comes first, but because the album should be based on the ideal environment already.

Spelling in Montessori - Follow-Up

Another key point to add to the previous Nuggets on Spelling (click on the tag below this post to see the others):

When elementary children are delving into the origins of language, root words, etymology - those things without official album page presentations but that are listed as "work of the child" - they will come to find patterns in our language in a more interesting and enriching way to than memorizing the rules and ALL the exceptions. (yes some of those need to be learned too)

Ever notice that national spelling bee participants always ask for the etymology (among other context clues) ? Yep. They are on to something!

;)

Spelling Contents in AMI Albums

From the Tables of Contents in Primary Montessori Language and Elementary Montessori Language:

First things first: exposure to the key 40-44 sounds in your dialect (presuming English language - numbers differ in each language). This is done through a keys-based experience with the presentation in the spoken language, writing, and phonetic reading portions of the language albums.

PRIMARY ALBUM: 

Phonogram Cards
Phonogram Alphabet Exploration
Phonogram Commands
Research
Spelling
Dictionary
Personal Dictionary
Reading: Puzzle Words
Puzzle Words (primarily reading, but helps with writing too)
Reading: Function of Words
All word lists can become dictation games.
Word Study
All Word Study lists can become dictation games.
ELEMENTARY ALBUM Chapter II: Grammar and Syntax            All Word Study provides dictation exercises.                          Introduction to Word Study                                     Suffixes                                     Prefixes                                     Compound Words                                     Word Families                                     Synonyms                         Parts of Speech                                    Each grammar box provides some spelling rules                                       on one level or another.                                      Introduction to the Noun                                     Oral Presentation of the Noun                                     Grammar Box II: The Article                                     Definite and Indefinite Articles                                     Noun: Number                                     Noun: Gender                                     Classification of Nouns:                                                 Common and Proper                                                 Concrete and Abstract                                                 Material and Collective                                                 Classification of Abstract Nouns                                                 Classification Chart                                     Grammar Box III: The Adjective                                                 Adjective Command Cards & Classification                                                 Comparison of Adjectives                                     Introduction to the Verb                                     Grammar Box IV: The Verb                                                 Verb Commands and Synonyms                                     Other Grammar Boxes & Commands Cards - Notes                                     Grammar Box V: The Preposition                                     Grammar Box VI: The Adverb                                     Grammar Box VII: The Pronoun                                     Grammar Box VIII: The Conjunction                                     Grammar Box IX: The Interjection                                                 Additional Grammar Symbols                                     Personal Pronouns                         Introduction to the Tenses of the Verb                                 practice in changing the endings with the verb tense                                     Simple Tense: Present                                     Simple Tense: Past                                     Auxiliary Verbs                                     Simple Tense: Future                                     The Perfect Tenses                                     The Infinitive and Moods                                     Negative Form of the Verb                          Chapter III: Written Language             Written Language Part I & II             The Content of Children’s Work           Be checking for spelling issues here; develop the child's dictionary with words and needed rules from here.  Appendix: Vendolia’s Rules for Writers Appendix: Singular/Plural Chart