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.
Showing posts with label reading. Show all posts
Showing posts with label reading. Show all posts
Montessori Nomenclature Cards - what are they FOR!?
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.
The Montessori Phonetic Approach
From the Introduction to the Language Primary Montessori Album:
We provide the keys to reading, writing and spelling and the children learn spontaneously and joyfully. While we use a phonetic approach, we do not use it in a traditional manner – we use 42 sounds where a traditional phonetics approach uses 150 or more.
So yes, Montessori uses a phonetic approach to reading, writing, and spelling - but that is a huge difference between 150 and 42! Those long series of graded readers? Simply not necessary. Children go from little/no reading to 2nd grade reading level in no time, and within weeks are 5th grade and higher. If they are not, then a crucial key was missed (or too many unnecessaries were thrown in). Or there is another influence within the child (a particular developmental need that should be met another way).
Spelling in AMI albums
When looking for spelling practice in the AMI albums, look for the following concepts:
- phonograms (booklets, cards)
- the word "dictation" in any follow-ups or extensions (think anything with a word list, including the phonogram cards and word study)
- (or turn any/all word lists into dictation games)
- function of words
- word study
- let the children come up with words on their own - dictate to each other
- note typically mis-spelled words in their writing - cover those needed rules through games or direct instruction
Doesn't feel like much, but it is powerful.
The adults are responsible for ensuring all the areas have been introduced and are being utilized.
The adults are responsible for ensuring all the areas have been introduced and are being utilized.
Read Real Books
Within Montessori, we strive to provide children the tools they need, at the best windows of opportunity for them to live fulfilling lives. In this way, we help to develop their natural curiosity in a healthy manner so that they remain life-long learners.
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| Montessori Services booklets - not an affiliate link - just a sample of real books a primary child could read to himself at age 5 |
In Montessori we want to give the children real work, so let's give them real booklets on real topics:
botany, zoology, events in their own classroom, events in their own lives, booklets about the materials in the classroom, booklets with instructions on how to play a game, booklets on the places they want to study in geography, booklets about math and geometry topics, booklets about the people they know.
In elementary, their reading can truly take flight. We still continue with our oral stories, but the children discover a great deal more in reading stories, researching, writing down interview answers and reading them back to their classmates -- reading and writing are embedded in everything they do.
Let's keep it REAL for them! Meaningful!
Learning to Read - the Montessori Way
Many questions have come in lately asking about this particular article, in comparison to albums purchased online and to Montessori's own writings on learning to read:
HomeSchool.Com - Montessori Language Arts at Home
Overall, this article is a great overview. But it does need two clarifications:
Maria Montessori did NOT develop the pink/blue/green series. She developed a whole language approach that, while sequenced, is laid out entirely differently.
Also, the children when first working with the movable alphabet, do not write on paper. This is a separate development at a separate time, and generally is done when the child is comfortable with spelling.
There are currently three relatively well-known Montessori series for learning to read in the English language:
- AMI (99% match to what Maria Montessori developed)
- Muriel-Dwyer (very similar to AMI)
- Pink/Blue/Green series (complete departure from the first two styles)
Each one has its benefits and drawbacks for any given situation (homeschool, classroom, special needs, need for the adult to "feel" in control, etc). So select what works best for you, but do research all the possibilities so as to make an informed decision.
Reading - Montessori Nuggets on the Process
Learning to read should be a joy, not a chore. When children learn during the primary windows of opportunity (ages 3 1/2-5 1/2 or 7-9, though it can happen in between and after as well), the process goes much more smoothly.
Some tidbits to help the process along:
Some tidbits to help the process along:
- writing precedes reading - it's just easier to put your own thoughts down with the sounds you know, than to interpret someone else's thoughts that you have to construct in your mind without perhaps being in the right "mindset" at the time. When a child has a reason to write, he will do it - have lots of life experiences so there are things to write about, introduce card-making and journaling with pictures - the writing will come. Then the child becomes interested in what others have written......
- the sounds help us to read, not the names of the letters - the names of the letters help us to tell someone else how to spell; they don't even help us to alphabetize!
- children read silently until they are at least 7 - let them formulate what the words say, in their entirety (the entire passage, the entire phrase, the entire word)
- begin with commands - write out commands for the child to perform - make it a FUN GAME: you know they got it "right" because they'll obey the words as they read them. A first one might be "kiss mama" - a later one might be "share candy with sister"
- match labels with pictures/symbols/objects - then they check their work with already-labeled cards
- Adult read-aloud - allows the child to hear things again and again, shows pronunciation of words, inflection, voice tones, etc.
- All of this focuses on comprehension - whole reading
- children read-aloud below the child's reading level - a 7 year old reading at a middle school reading comprehension may only be able to read-aloud a "2nd grade" book. That is OKAY! An idea: think of "reading levels" in books as what a child should be able to comfortably read-aloud at that typical age - but reading aloud only after they have moved on in silent reading.
- Minimize technology - in normally developing children, technology is a hindrance. It breeds the idea that it is easier to do it this way, therefore why bother doing the perceived "hard way". A small selection of books on tape/CD are fine (and can be GREAT!) when properly balanced with other experiences; but that's it. The adult (parent or teacher) should be interacting with the child during read-alouds as well.
- Read with a purpose - whether it be entertainment, cooking, science experiments - but have the things the children read that are required by you or the local educational standards mean something to you and to them. Dick and Jane are cute from an adult nostalgic perspective. Not so with the little ones!
- Trust that your child can read. - when our trust fails, theirs fails. Let them know they CAN do it and provide them opportunities to do so. Especially boys - they need a purpose and they need complete faith from those around them. If a book is too hard and you don't have time to tell them every word, let them know: You may read this book, but I will only help you at the end of the chapter with what you were not able to figure out. It is *amazing* what they figure out when they are not allowed to use a crutch, yet know that help is available if/when they do need it.
- Tiny blips throughout the day - 4-8 5-minute blips of reading practice are worth far more than 1 30-minute block each day. This one most especially applies to all learners, particular those not in the "windows of opportunity". 3-5 minutes before breakfast; after morning chores; mid-morning; before or after lunch; mid-afternoon; late afternoon; just before evening chores. Even 2-4 minutes.
And all of that can be done without a curriculum! However, I know - something of a guide is so much easier for the adults to follow and ensure the foundation is laid, especially an easy-to-follow Montessori sequence that doesn't involve re-inventing the wheel with materials and colored sequences!
Keys of the World will soon be offering such an option. In the meantime, you may contact me for ideas on resources to use for your particular situation. Or visit this post on my personal blog for ideas.
Reading Development in Montessori
FOCUS ON THE KEYS - reading is not a curriculum or a tedious chore, but communicating with oneself and with others. It is a connection between people without spoken word.
At all ages, give the children life experiences so that they have something to write about.
Reading aloud: At primary and most of lower elementary, children learning to read should NOT be expected to read aloud - we give "commands" (such as "get a mat") and see if they have read it correctly because they have followed the command correctly. This is a fantastic game to play with all children learning to read - especially giving them "commands" they would not normally get to do ("run in the hall", "step on a mat", "share a sweet with a pal"). If you want children to read aloud, give them plenty of time to read it on their own first - and come to you when they are ready.
Primary: Children will *write* before they will read.
Keys at primary:
Elementary: Children just learning to read in elementary, typically *read* simultaneously with writing. We have remedial reading and writing to give a new child to elementary who does not have these skills, so that they can function within the classroom. We do not withhold cosmic education from them - we introduce all other aspects of the classroom despite the lack of reading skills.
Keys at elementary:
Remediation: If a child does not learn to read by the age of 5, the next most natural window is 8-9.
At these moments (either 4-5 1/2 or 8-9), learning to read will progress quickly from little/no skills to at least a 3rd grade reading level in a matter of weeks, sometimes days. 5th or 6th grade reading level can be expected in less than a year of learning to read. Children CAN learn to read at other time-frames, but it will be more tedious and easily thwarted.
At all ages, give the children life experiences so that they have something to write about.
Reading aloud: At primary and most of lower elementary, children learning to read should NOT be expected to read aloud - we give "commands" (such as "get a mat") and see if they have read it correctly because they have followed the command correctly. This is a fantastic game to play with all children learning to read - especially giving them "commands" they would not normally get to do ("run in the hall", "step on a mat", "share a sweet with a pal"). If you want children to read aloud, give them plenty of time to read it on their own first - and come to you when they are ready.
Primary: Children will *write* before they will read.
Keys at primary:
- language games
- sandpaper letters
- movable alphabet (wood)
- sandpaper phonograms (digraphs, blends)
- puzzle words
- phonogram cards
- 3-part cards in areas of interest (4-part cards, definition cards, definition strips are extensions)
- From there, reading has developed and further materials are used in reading analysis and applying that reading to other areas of life and learning: word study, science explorations, geography, music, mathematics, parts of speech, function of words, punctuation
Elementary: Children just learning to read in elementary, typically *read* simultaneously with writing. We have remedial reading and writing to give a new child to elementary who does not have these skills, so that they can function within the classroom. We do not withhold cosmic education from them - we introduce all other aspects of the classroom despite the lack of reading skills.
Keys at elementary:
- grammar boxes
- sentence analysis
- good literature from which to pull samples (no worksheets here!)
- Age 8: begin reading aloud during family read-aloud time
- UPPER ELEMENTARY: Can be reading aloud frequently - dramatic tellings, speeches, reports.
Remediation: If a child does not learn to read by the age of 5, the next most natural window is 8-9.
At these moments (either 4-5 1/2 or 8-9), learning to read will progress quickly from little/no skills to at least a 3rd grade reading level in a matter of weeks, sometimes days. 5th or 6th grade reading level can be expected in less than a year of learning to read. Children CAN learn to read at other time-frames, but it will be more tedious and easily thwarted.
- Keep it light, keep it interesting.
- Reading should NOT be a chore.
- Think 3-5 short bursts (5-10 minutes TOPS) of practice throughout the day, instead of 30 minutes all at once.
- Do not withhold other subjects or hold back in other subjects due to lack of reading ability.
- Interest and practicality fuel reading ability and desire.
- Let them go ahead to something harder when they need to - this can encourage them to want to continue learning to read.
- Turn off technology until the child is a confident reader.
- Continue other studies as normal, including language studies.
- Continue reading aloud to all children.
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