Language progression from primary to elementary should be relatively smooth. The child's needs will change as the shift from first plane to second plane of development occurs.
AMI Language does not utilize the pink/blue/green series. This system can have a very useful place, but many AMI trainers and teachers have found it to be too curriculum-like and binding rather than freeing.
Please note:
- many of the presentations overlap in ages
- most of the presentations contain multiple exercises and games that may extend anywhere from a month to 3 years' worth of presentations
- variations are possible
- Please see other Nuggets on Language for further details.
PRIMARY:
Spoken: Vocabulary Enrichment - age 2.5/3 until forever ;) Many of these happen naturally in infancy and toddlerhood
Orientation Game
Naming Objects in the Environment
Collecting Classified Objects
Practical Life Objects
Parts of an Object
Language of the Sensorial Materials
Three Period Lesson
Cards for the following: Names and Qualities that do not change, Positive Qualities,
Comparative Qualities, Superlative Qualities
Classified Cards - Social
Related Objects Game - Presentations A
& B
Description/Definition Game
Stories – Biological Classifications
The Story of Living and Non-Living Matter
The Story of Plants and Animals
The Story of the Five Classes of Vertebrates
Sorting Game – Biology Classifications
Nomenclature Cards – Scientific
Life Cycles
Oral Language Games
Spoken: Language Development - Age 2.5/3 for introduction with some exercises for 3.5/4/4.5
Storytelling
Poems
Conversation
Conversation – More than one person
Question Game
Cultural Folders
Land and Water Form Folders
Land and Water Form Outline Maps
Biome Folders
Art Folders
My State
Writing
Sound Games (2.5, but really starts in infancy/toddler)
Sandpaper Letters (3-3.5 to begin)
Sandpaper Phonograms (3-3.5 to begin)
Movable Alphabet (3.5-4.5 - most children start around age 4; exercises into ages 4.5-5.5)
Metal Insets (12 Stages) (ages 3-3.5)
Small Metal Insets (3.5-4)
Map Making (4-5)
Writing - Art of Handwriting - Age 4-5, some are 4-4.5
Sand Tray
Chalkboards
Paper Material (10 stages)
Initial Strokes
Green Boards (Initial strokes)
Handwriting Charts – 5
Book Making (could really start at age 3 for very interested children)
Phonetic Object Box
Phonetic Reading
Phonetic Reading
Phonetic Booklets
Rhyming Words
Phonogram Object Box and Alphabet Boxes
Phonogram Shadow Box
Phonogram Booklets
Phonogram Cards
Phonogram Alphabet Exploration
Phonogram Commands
(the following is age 5-6)
(the following is age 5-6)
Research
Spelling
Dictionary
Personal Dictionary
Puzzle Words
Reading Classification - age 5 - basically reading, can encourage reluctant readers
Presentation I – Classifying the
Environment
Presentation II – Cards with Labels
A. Social
B. Scientific
C1. Biology Classifications: Living and
Non-Living
C2: Biology Classifications: Plant and
Animal
C3: Biology Classifications: Five
Classes of Vertebrates
Presentation III – Definition Stages
Article
Adjective
Logical Adjective
Detective Adjective
Conjunction
Preposition
Verb
Adverb
Logical Adverb
Continuation of Commands
Symbol and Phrase Game
Word Study - Age 5-6
Compound Words
Suffixes
Prefixes
Word Families
Adjectives
Singular and Plural
Synonyms
Antonyms
Homophones
Homographs
Animal Collectives
Animals and Their Young
Animal Sounds
Animal Homes
Animal Families
Contractions
Reading Analysis - Age 5.5+ (starts here and can continue into age 6 and 7 in elementary)
Simple Sentences Stage I
Simple Sentences Stage II
Simple Sentences Stage III
Musical Expression - Age 4-5
Notation with the Bells
Note Names with the Bells
Staff, Ledger Lines, G-Clef
Note Names on the Numbered Staff Board
Note Names on the Unmarked Staff Board
Unmarked Staff Boards – Parallel
Exercise 1: Matching Cards with Bells
Unmarked Staff Boards – Parallel Exercise
2: Nomenclature Cards
Unmarked Staff Boards – Parallel
Exercise 3: Grading
Unmarked Staff Boards – Parallel
Exercise 4: Descriptions/Definitions
Composing on the Bells
Reading Music (age 4-6 and continues on)
Language Extension - Age ALL! ;)
Who Am I?
How to Teach a Song
Clapping – Rhythm
Plant Study
Plant Experiments
ELEMENTARY:
Chapter
I: History
of Language
The Story of Communication in Signs
The History of Written Language
The History of Spoken Language
Chapter
II: Grammar
and Syntax
Introduction to Grammar and Syntax
Introduction to Word Study
Suffixes
Prefixes
Compound Words
Word Families
Synonyms
Parts of Speech
Introduction to Grammar Boxes
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 Adjective
Introduction to the Verb
Grammar Box IV: The Verb
Verb
Commands and Synonyms
Other Grammar Boxes & Commands Cards
General Notes on the Grammar Boxes
Additional
Grammar Symbols
Personal Pronouns
Introduction to the Tenses of the Verb - Age: typically 7 1/2
Simple Tense: Present
Simple Tense: Past
Auxiliary Verbs
Simple Tense: Future
The Perfect Tenses
The Infinitive and Moods
Negative Form of the Verb
Logical Analysis - Age: typically upper elementary; age 8+
Introduction to Logical Analysis
Logical Analysis: Simple Sentences
Logical Analysis: Simple Sentences with
Extensions
Verbal and Nominal Predicates
Elliptical Sentences
Order of Sentences
Voice of the Verb
Transitive and Intransitive Verbs
Compound Sentences
Complex Sentences
Complex Sentences: Degrees of Dependence
Chapter
III:
Written Language Part I
Written language Part II
The Content of Children’s Work
Chapter
IV:
Spoken Language
Chapter
V:
Literature
Introduction to Literature
Literature II
History of English Literature
American Literature
Children’s Literature
Children’s Literature in the United States
Chapter
VI:
Style
Remedial
Language - Age: entry into elementary if basic reading needs some practice.
An additional point is that a substantial amount of language games are incorporated into the sensorial album as well.
ReplyDeleteI have Karen Tyler's albums which I am guessing are AMS since she does use the pink/blue/green series. I'm curious as what the breakdown of the "Paper Material (10 stages)" is. Is that when they have one stage of tracing dotted letters, then 5 of the same letter on the page, etc.? I'm interested on how that breaks down to 10 stages. Please let me know if you are willing to share that. Thanks! sniggling @ hotmail.com
ReplyDeleteHere is the breakdown:
ReplyDelete(the banded line paper has a band of color in the middle of each line for the main part of the letter; with a thin line above and below to show where tails and extensions reach - there is a variety of this paper, from strips, to one line with a blank space; to several lines with a larger blank space; to the whole paper covered with the lines and no blank space)
Stage 1: Unlined Paper
1. Same procedure as Chalkboard Stage 1 and 2.
Stage 2: Banded Paper
2. Same procedure as Chalkboard Stage 3 (4 lines): write a letter in the middle (child repeats); show the ascending letters (child repeats); show the descending letters (child repeats).
Stage 3: Connecting Two Letters
3. Bring two letters that connect at the bottom. Have a discussion explaining that “when we write words, we need to connect or hitch the letters together – the pencil does not come off the paper.”
4. The child traces and says the two sounds.
5. “I’ll show you how to write these letters together, to hitch them. I’ll write the (a) first, then the (t). Watch where I start.” Do so.
6. “See how the pencil stays on the paper.”
7. Invite the child to repeat.
8. Repeat the procedure with a phonogram that starts at the bottom.
9. “When we write words, we hook many letters together – sometimes they hook at the bottom and sometimes at the top.”
10. Show others and invite the child to practice hooking them.
Stage 4: Connect 3 or More Letters
11. Same as stage 3 with more letters.
Stage 5: Illustrated Word
12. Show the child the quarter sheet of paper with one banded line at the bottom, with the rest blank. Invite the child to write a word of his choice on the paper (guiding him towards nouns to start with), then to illustrate the word. Only model it first if the child will not be turned off by adult “perfection.”
Stage 6: Illustrated Phrase or Sentence
13. Show the child the half sheet of paper with one long line at the bottom, blank above. Invite the child to write out a phrase or sentence and illustrate it.
Stage 7: Illustrated Short Story
14. Show the child the large (8.5x11 in) paper with half blank and half with banded lines. Encourage him to use this paper to write and illustrate his stories. If more than one page, he can illustrate any or all pages, using fully lined paper for pages without illustrations.
Stage 8: Illustrated Poem
15. Invite the child to write or copy a poem onto the largest paper with a blank space and to illustrate it afterwards.
Stage 9: Wide-lined Paper (lined notebook paper)
16. Provide the child with wide-lined paper on which to write.
Stage 10: Fountain Pen
17. Write with a fountain pen using lined paper or nice stationary.