M A S A R Y K U N I V E R S I T Y

F A C U L T Y O F E D U C A T I O N

Bachelor thesis

Brno 2012

Irena Lněničková

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M A S A R Y K U N I V E R S I T Y

F A C U L T Y O F E D U C A T I O N

Department of English Language and Literature

Montessori education-focus on foreign language

education within the

Montessori system

Bachelor thesis

Brno 2012

Supervisor Authored by

Ailsa Marion Randall, M.A. Irena Lněničková

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Declaration

I hereby declare that I have written this bachelor thesis on my own and that I have used only

the sources listed in the bibliography.

Brno 19 April 2012 ...............................................

Irena Lněničková

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Acknowledgements

I would like to thank Mrs. Ailsa Marion Randall, M.A. for her help and patience.

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Annotation

The aim of this thesis is to make the Montessori handbook of language. All the parts

are described generally and afterwards the materials with pictures are introduced. The use and

function of materials are commented.

The theoretical part is about the Montessori pedagogy and its principles generally.

These principles are Sensitive period and discovering new pieces of knowledge by child itself,

The polarization of concentration, Free choice of activity, Prepared surroundings, Age mixed

classes, Making new relationship between an adult and a child, Working with a mistake,

Montessori material.

It presents a short description of language development because it is important for

understanding the using of material.

The practical part is about the Montessori material and the description how to use it. It

includes several parts containing facts about lexicon, writing, reading, storytelling, grammar,

and language games.

Key words: Montessori pedagogy, The development of language, Montessori material, The

development of words, The basic principles, Writing, Reading, Grammar, Language games.

Anotace

Cílem této práce je vytvořit příručku montessori pedagogiky pro výuku jazyků. Vlastní

text je doplněn obrázky pomůcek a popisem užití materiálu.

Teoretická část práce se zabývá montessori pedagogikou a jejími principy. Tyto principy jsou

Senzitivní období a objevování nových informací samotným dítětem, Soustředění, Svobodná

volba, Připravené prostředí, Věkově smíšené skupiny, Vztah dospělý-dítě, Práce s chybou,

Montessori pomůcky. Součástí je i stručný popis vývoje jazyka, neboť je důležitou součástí

pro porozumění fungování a užití pomůcek.

Praktická část popisuje montessori pomůcky a jejich užití v praxi. Je rozdělena do

několika částí poskytujících informace o slovní zásobě, psaní, čtení, vyprávění příběhů,

gramatice a jazykových hrách.

Klíčová slova: Montessori pedagogika, Vývoj jazyka, Montessori pomůcky a materiál, Vývoj

slovní zásoby, Základní principy, Psaní, Čtení, Gramatika, Jazykové hry.

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Content

Department of English Language and Literature ....................................................................... 2

Declaration ................................................................................................................................ 3

Introduction ................................................................................................................................ 8

1 Montessori educational system ............................................................................................... 9

1.1 Maria Montessori ......................................................................................................... 9

1.2 Montessori system ..................................................................................................... 10

2. Practical part ......................................................................................................................... 14

2.1 The development of vocabulary ..................................................................................... 14

2.2 Activities before Writing and Reading .......................................................................... 21

2.3 Writing ............................................................................................................................ 25

2.3.1 General about Writing .............................................................................................. 25

2.3. 2 Montessori Training and Materials for Writing ...................................................... 27

2.4 Reading ........................................................................................................................... 33

2.4.1 General about reading .............................................................................................. 33

2.4.2 Phonetic Reading .................................................................................................... 34

2.4.3 Pink Series .............................................................................................................. 35

2.4.4 Blue Series .............................................................................................................. 46

2.4.5 Book Reading (Types of Books, Book Corner) ....................................................... 53

2.5 Storytelling ................................................................................................................... 55

2.6 Grammar ........................................................................................................................ 57

2.6.1 Nouns, Adjectives .................................................................................................... 59

2.6.2 Verbs ........................................................................................................................ 63

2.6.3 Prepositions .............................................................................................................. 64

2.6.4 Finishing the grammar part ...................................................................................... 64

2.6.5 Green series .............................................................................................................. 66

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2.7 Language games ............................................................................................................. 67

3. Conclusion ............................................................................................................................ 69

4. List of References: ............................................................................................................... 70

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Introduction

The education is one of the important parts of our lives. It has been in the world since

the human being was born. It is a purposeful help and intentional development of each

personality. The aims, forms and methods of education have been changed during the times.

They are closely connected with the social and economic conditions in the society. At the

beginning, studying was only for rich people, especially men. The women were determined

only to take care of families. After a lot of years the attitude to the education is different.

Females can attend schools as students, there is a compulsory full-time education and

everybody has the right to study. As the science began blooming, the demands for knowledge

and information are much higher than the years before. The schools and educational

institutions have become to be more specialized. The society offer large scale of styles of

education. Man has the possibility to be educated in classical way of studying, or they can

choose the alternative schooling (as Montessori education, Waldorf education...)

However there is a tendency to connect these alternative ways of education with

disabled pupils. The reason is that people are not informed very much. They usually do not

know the alternative systems are for all children who want to try another style of learning,

who do not want to keep the traditional rules and are willing to experiment. Some of these

systems enable talented learners to go further beyond the educational framework, curriculum,

for given class.

Many teachers believe and try hard to get the alternative way to the same level in the

society’s point of view. They believe in better future for non-classical educational systems.

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1 Montessori educational system

1.1 Maria Montessori

Montessori educational system was created by Maria Montessori. She was born in

Italian town Chiaravalle. She studied mathematics and engineering at the technological school

and then went to the university in Rome. She became the first woman in Italy who got the

diploma in medicine. She worked as a doctor for some time. Then she left this profession and

was interested in education and school teaching. She studied philosophy and anthropology.

Maria continued in her work with children coming from various backgrounds. She observed

them and discovered that they needed more than only medical and physical care for

development. Montessori put forward the style of education which concentrated on training

the senses and kinetic skills in “prepared environment”. If the children had suitable material,

they inclined to acquire the information and skills themselves, overcame their specific

problems better without the teachers’ help.

New way of education has to be created just from the birth and has to be further

strengthened. The education has to be re-built and be based on laws of nature, and not on

prejudicial theories and prejudices of the adults’ world.1

Maria Montessori said she found out the necessity to return to the biological

background and formulated basic rules how to work with the sense and kinetic system (Rýdl,

2007).

She tested this method on poor children. She founded the house Casa dei Bambini for

them and created the right conditions. She succeeded and established the school for “normal”

children. Montessori gave lectures and taught in England, the United States of America, the

Netherlands, Spain, Australia and India. Her work was prohibited in the states with

dictatorship because of educating the independent personalities.

She wrote a lot of books and materials. She also with her son Mario laid foundations

of the organization Association Montessori International, AMI. Maria Montessori died in the

Netherlands in 1952.

1Rýdl, Karel. “Metoda Montessori pro naše dítě. Inspirace pro rodiče a zájemce.” Univerzita Pardubice, 2007.

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1.2 Montessori system

Montessori methodology with the help of special material and creating suitable

environment supports the natural child’s interest. It helps it to fix the working habits and to be

able to decide without any help.

It keeps to the needs of a small child, teaches it to develop its natural abilities and

sense perception. It is a result of a long observation, checking methods of small children

education in pre-school facilities, schools and also families.

This is a peace pedagogy which breaks all social, religious and ethnic boundaries. The

individual intelligence and creative behaviour during solving problems are supported. Maria

Montessori understood each human being as a unique personality. As she told every man is

“social being par excellence” (Rýdl, 2007).

Montessori system leads pupils to be independent and responsible for their own

studying and behaviour. The educational facilities have to conform to the child’s development

otherwise they would not use beneficial period of time. The schools play the role of

experience for life in society.

The teachers observe each child to get to know detail information about its interests,

level of knowledge, activities and problems. It is the first rule of the Montessori system:

Follow the child and respect signs which show us the right way.

The child needs a model, attendance and help in pedagogical prepared environment.

These factors enable him/her to find orientation for setting off its way. The idea of certainty,

background and order is fulfilled. The next rule is: Help me to be able to prove it alone.

Montessori system leads pupils to be independent and responsible for their own

studying and behaviour. The educational facilities have to conform to the child’s development

otherwise they would not use beneficial period of time. The schools play the role of

experience for life in society.

Pupils learn much better those things which they just want to learn. Therefore the

Montessori pedagogy offers the “free work”. The wish to study something particular matches

the level of momentary evolutionary degree and interest. Children need their own time and

space, conduct and finish their own work in peace. They work on the basis of inner

motivation. Step by step they gain independence.

Due to the children’s output the style of activities is different. Small children practice

the things from practical life. Thanks to work with the sensual material they gain the better

perception and operative intelligence. The school system supports the development of

mathematical skills, understanding language and complex system of nature based on their

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own research during so called cosmic education. The aim is to connect interest, delight and

achievement.

Maria Montessori discussed the developmental stages with other psychologists like

Jean Piaget. She assigned each level of development to “sensitive period.” It is time when a

child is extremely sensitive and able to absorb or soak like a sponge much more learning

processes and information from its surroundings. These phases, which are called more like

“opening windows”, are “the offer of nature” (H.Roth). It is perfectly seen in the early periods

of life when a child can learn any kind of language. A little bit later it is able to manage not

only the mother language, but also a foreign one. However this sensitive period disappears

very quickly. For example: a ten-year –old child can learn a foreign language but with a help

of methodical guidance, not in a “natural” way like before.

The education in Montessori system is based on “material curriculum.” The process of

understanding in a brain follows the first seize of material by hands and using all senses. At

first each difficulty in material is isolated to build the strong connections and structures in the

children’s minds. The possibility of own errors self-control is found in each material and it

leads a child to work with its mistakes-how to recognize and correct them.

At the certain level, when a child is able to use abstraction, the significance of didactic

material steppes back. The material contains a logical structure. It is presented to children

individually. The teacher gives a lesson to the child how to use the material according to that

logical structure. When the child can find and manage the aim and the point of the material, it

works further alone. The child uses a principle of free work. It helps him/her to realize its own

needs. It respects the child’s interests.

The precondition for free work is prepared environment. It is all arranged material

according to the pedagogical-psychological rules. Everything has its own place and position.

It has to be clean and in a good state. Usually there is only one piece of each material. The

order should be clear and simple.

Each child can choose what he/she wants to do, which place to stay, who to work with,

and how long. As stated above, only one piece of material is available, so it is only up to

children to reach an agreement who will work with that particular material. The pupils respect

the order, or work in groups. There is also a type of work on projects. It is more demanding

on children’s self-reliance. They need to catch the initial thought and develop it to the final

product. They have to keep the special criteria and format of work.

The age of children acts an important role. In Montessori classes there are children of

different ages. Ordinarily there are three age mixed levels corresponding with the three

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evolutionary grades. It is very beneficial because children learn from each other in mutual co-

operation. The ideal situation is the combination of three successive classes into one class.

This method of pedagogy prefers individual observing the child rather than comparing

the outputs of various children. Each pupil is taken as an individual unit. The teacher looks at

the pupil’s style of learning, its development, behaviour during the working period and school

days, and then prepares the output and development profile. There are usually no parents

meeting. The child comes with its parents to visit a teacher and they consult about the

situation. Each participant (child, parents, and teacher) tells his/her opinion.

The final evaluation of pupils for final reports is done on the basis of these

observations during the classroom lessons. The teacher keeps a journal and writes there down

all the information. It takes the rule not to compare children, their intelligences among them

into account. What is observed are the development changes in comparison with the last

period. The pupils are taught not to study for success, prize, reward or bonuses. They should

understand that they ate studying for themselves, for good feeling from new gained and learnt

information and skills. Therefore there are no marks as a kind of evaluation. The final reports

are written in words summarizing the work done by the child during that certain part of the

school year.

The aim is the children will gain the ability to evaluate themselves their own work.

The Montessori principle tries to teach that skill from an early age. There is self-control in

sense material, so even the small child learns to check and assess its own output. The dealing

with mistakes is developed further in higher classes. The pupils are led to check their fulfilled

tasks, correct their mistakes and thanks to that be better and better. They will gain much

stronger will.

The pupils will recognize that each man can once be mistaken. People grow personally

if they can get to know their problems and faults, and solve them. There is almost no chance

for creating the rivalry among the children and men.

The Montessori education tries to be complex. The roots are laid from the early

childhood. Parents have the possibility to attend the “playing groups”. These gatherings are

product of co-operation of parents with teachers. They have regular meetings where they

discuss and support children and enable them to have enough space for social contact with

their peers and other babies. When the children are older, they visit the pre-school facilities or

kindergartens. They are taught to use the “sense material”, understand the world around them,

development of the gross and mild motoric skills, speech production and sense perception.

Reaching the age of six, children become pupils and start going to the first grade of primary

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schools. They are introduced to the social contacts and interaction, understanding the

universe, the relationships among people and people to the world. Many skills are evolved

and cultivated. They start to study subjects and deal with mathematics, geometry, cosmic

education, foreign languages in more details.

Language is one of the most important parts of human life. It enables people to

communicate, exchange ideas, opinions and experiences, and better understand the world

around us. The language studies are based on the grounds what each human is given from the

birth. Even the small babies, between the birth and eight months, use “universal speech”. It is

something like a differential language. The sounds from surroundings which are not important

are filtrated away. As it is stated above, the language develops. The first months of life

children are able to lip-read. When they are six months they repeat the syllables. This process

is called babbling. During the period from the 9th

to the 12th

month they start intentionally and

wilfully repeat the words they can hear and the words have the meaning. Later also the

objects around them have their own names. At about the 15th

month toddlers start to speak

and use the words, later phrases. From two years, it is the time for rapid increase and

development in vocabulary. Children start to make their first sentences. These all stages are

very individual for each child. It depends on many factors-the emotive area, family

background, parents’ attention... The first words that are pronounced are usually the nouns,

later verbs and adjectives. Sometimes children can be angry if people do not understand them.

It is stated that this anger acts like an engine in the language development.

The speech is not given to human beings. They all have to learn it. People gain this

and about 80% is the inner development. As Maria Montessori stated in her book The

Absorbed Mind: ...learning and teaching is not what the teacher does. It is a natural process

which developed spontaneously in every human being. Studying is not done by listening to

the words and information-however by the experience that a child gains thanks to the

everyday situations and communications. The role of teacher is not to speak, but to prepare

the suitable environment with a lot of stimuli for the cultivation of the language for children.

The success of Montessori education is based on the understanding that, from the

beginning, the child’s education must be viewed in its entirety. Goals and methods at each age

level must fit together to form a cohesive whole, from birth to adulthood (Lillard, 1996).

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2. Practical part

The practical part is divided into several sections. Each section starts with the short

theoretical introduction to that particular topic. Then the practical use of material is described.

The activities are taken from books stated in the list of references. They are suitable for

teaching and learning either the mother language, or the second, foreign, language of the

child. The using of the material enables child to connect all the senses. The children see the

material, the certain realization of word; they hear it when the teacher pronounces it, they can

touch the letters of the moveable alphabet.

2.1 The development of vocabulary

Since the child’s birth, he/she has been absorbing the language and the language

structure from the surroundings. The child is listening to the speaking in common

conversations, during the communication with other children and adults. Later, the child itself

is able to take a part in a conversation. It gains new experience that support new language

skills. The adults should support this process by asking children the open questions, reading

and telling the stories from the real life and situations (later they can use fairy-tales and

fables), playing the word games and practising the language activities. In kindergartens, the

children are taught some poems, tongue twisters. They play the games focused on listening

and doing some funny activities.

This area comes under the part of the Practical Life and the Sense Part in Montessori

system. The sense material is used. It is focused on naming the activities and things, accurate

labelling, and describing of the procedure or activity (the course of some activities, what is

similar and different, comparison). These activities force the child to use new nouns,

adjectives, verbs and prepositions.

When the child is two and half and more years old, it starts with naming the objects.

For this type of activity, children use the things from the real word, models, and pictures and

connect them with the appropriate words. They name things around them prepared from the

real objects and phenomena, from models related to specific areas, and from pictures. The

material used is called the Classification cards. It is also possible to use jigsaw puzzles and

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games used in every kindergarten. These games are especially puzzles for classification into

categories, games with professions, animals and other pictures, dominos, memory cards.

For recognizing the objects the materials “baskets” with objects from different areas of

various sorts (vegetables, fruit, clothing, tools, and things from kitchen-dishes...) are used.

The baskets should contain objects (“words”) known for a child and also some new objects

unknown for a child. It is recommended to change the objects or to prepare new ones

according to the topics that are interesting for a child, or are just taught at school within the

projects. There is a variation for readers: the preparation of cards with written words for

labelling these objects. Later the commands and various activities could be written on the

cards.

They read little slips on which were written different actions which they were to

execute, thus demonstrating that they understood them (Montessori, 1965).

Activity 1: Working with the basket

Material: Basket with objects from different areas, or classified according to the topics.

Objectives: To name the objects

Approximate age: Parents can begin this activity when the child is 2 ½ years old.

Recommended for children who have entered the kindergarten.

Children who start with the second language.

Presentation: The teacher and the child prepare a mat and place the basket on it. The child

takes one object from the basket, feels it by touch and names it. It goes on with other objects

in the same way. For the new words and objects the teacher uses the Three Period Lesson

(1. Teacher names the object. 2. Teacher asks the child the questions: “Is this a pencil? Is this

a ball? The child answers. 3. The teacher asks: “What is this?”, and points to that particular

object). Then the child is taught to name the whole group of objects (f.ex. a ball, a doll, a car

are toys). The teacher appeals the child to add what he/she thinks it could be in the category.

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Variation: The teacher can cover the basket, he/she takes out one thing, and the child is

supposed to recognize the missing object.

Exercise: The child can practise this type of activity after the presentation in pairs with

his/her friend, or individually. He/ she changes the objects in basket according to the topics.

Activity 2: Naming the Objects with Pictures

Material: Objects that you want to practise with the child, appropriate pictures for the objects.

You can use the real objects (f. ex.: if teaching the food vocabulary, use real apple,

pear, orange, banana...)

Objectives: To name the objects and pictures.

To classify the objects into categories and memorize new words.

To become familiar with using the precise labelling of individual things and

super-ordinate words for naming the whole groups-categories.

Approximate age: Suitable for children who have gone through the Activity 1.

Presentation: The teacher and the child prepare a mat and place the basket with chosen objects

(f. ex.: animals) on it. The teacher spreads the pictures on the mat and explains that all the

objects in the basket and pictures on the mat belong into one big family called ANIMALS.

The child draws an object, names it and finds the suitable picture. The pictures are something

like a bridge between the objects and words. The child goes on with other objects and

pictures.

Variation: The teacher can cover the basket, he/she takes out one thing, and the child is

supposed to recognize the missing object.

The pictures can be placed into the basket and the objects on the mat. Pictures are

drawn and matched with the objects.

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The teacher can spread the pictures on the mat and describe one object. The child

listens to him/her, finds the appropriate object in the basket and matches together with the

picture.

Exercise: The child can practise this type of activity after the presentation in pairs with

his/her friend, or individually. He/she changes the objects and pictures in basket according to

the topics (animals, village, household, room, school, toys, and food).

Activity 3: Working with the Classification Cards

Material: a) The pictures on the summary card + real objects

b) The pictures on the summary card + small objects representing the real objects

c) The pictures on the summary card + individual pictures on the cards (5-10)

d) The pictures on the summary card + individual pictures on the cards (5-10) +

words for the pictures + control cards with the particular word and picture

Objectives: To classify the objects into categories and memorize new words.

To become familiar with using the precise labelling of individual things

and super-ordinate words for naming the whole groups-categories.

Approximate age: Suitable for children who have gone through the Activity 2.

Presentation: The teacher places the objects on the mat next to each other. He/she chooses one

object, examines it, and names it: “This is...” The teacher finds the appropriate picture or the

summary card (or individual card) and places the object with the card to the left top of the

mat. The child chooses other objects and cards, and he/she continuous. He/she places them

under the first set into the column. When there is an unknown word for the child, the teacher

uses the Three Period Lesson. When all the objects and cards are matched, teacher tells the

child: “All these things are together called...” She/he uses the labelling for the category and

places the summary card above all the objects or pictures.

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Variation: Teacher can ask the child: “What could we add to this group?”

Teacher can ask the child to look away and hide one object and then ask what

missing thing is.

Teacher invites a child to choose another category and objects belonging to that

group. The child can draw it or write it into his/her journal.

If the child can read, the teacher can use the definition cards (cards with no name of

the object, but only with a description of the object). The child reads them, matches with

pictures and finds a suitable summary card and a super-ordinate name.

Exercise: The child can practise this type of activity after the presentation in pairs with

his/her friend, or individually. He/she changes the objects and pictures in basket according to

the topics (animals, village, household, room, school, toys, food, plants, tools, kitchen things,

clothing, and types of weather...).

Activity 4: The Classification

Material: More baskets with some objects from the same category (clothing, food, toys...)-it is

good to use both, unknown and known words for a child. Each basket represents one

category.

Objectives: To classify the objects, name them and name the whole group by using the super-

ordinate word...

Approximate age: Suitable for children who have gone through the Activity 3.

Presentation: The child chooses one basket, examines the objects inside (not looking at them),

names them and labels the whole category. Then he/she looks at the objects in the basket,

checks, and goes on with other baskets. If there is a new word for the child, the teacher names

the object and explains it.

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Variation: When the child has gone successfully through the first task, the contents of two

baskets are mixed. The child chooses names and sorts out the objects. He/she puts them back

into appropriate baskets. It is possible to mix the contents of more baskets.

If the child can read, he/she can add the naming cards and summary cards together with the

objects. Instead of objects, it is possible to use pictures.

The child can continue with making up his/her categories that he/she writes or draws into the

journal. He/she can prepare his/her own baskets for other children doing this activity.

Children can bring the advertisement leaflet from supermarkets and determine in which

department (category) they can find various (individual) items.

Activity 5: Picture Stories

Material: Pictures or photographs (from the real world, from fairy-tales, connected with the

topics taught in different subjects, i.e. the Cosmic education)

Objectives: To be able to tell the story from the beginning to the end.

To develop fluent speech and fantasy.

To describe the situation, keep the sequence of the story.

Approximate age: Suitable for children who have gone through the Activity 4.

Presentation: The child chooses one set of pictures or photos. He/she places the photos on the

mat, and examines them. Then she/he puts them into order and re-tells the story to a friend or

to the teacher. The children who can write make up their own story or a fairy-tale based on the

pictures/photos. They write it down into their journals. It is possible to draw pictures, too.

Variation: Teacher can prepare the baskets focused on particular topics. There can be objects,

pictures, photographs.

Child can draw one object and make up a story about it.

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Children can choose a basket concerning to one area and play a game that they are in the

shop, at school, at the doctor...

Activity 6: Description of objects

Material: 2 cloth Stereognostic bags (bags that both contain the same objects. These objects

can be geometrical shapes, letters from wood or plastics, or various things).

Objectives: To recognize and name the objects.

Presentation: The child puts his/her hands into the bag, touches one object and describes it to

his/her friend. The friend who has the second bag listens to him/her and tries to find the

particular described object in his/her own bag.

Activity 7: Matching the pairs

Material: Pictures or objects with similar or different attributes.

Objectives: To be able to find similarities/differences and describe them.

Presentation: The child chooses one set of pictures or objects, places them on the mat, and

examines them. Then she/he matches two objects or pictures that are similar/ different, and

explains, describes the characteristics.

Variation: The pictures and objects can be matched according to the semantic meaning.

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2.2 Activities before Writing and Reading

What beyond all questions was accomplished with the little child in the first steps of

our method was to establish the psycho-motor mechanism of the written word by a slow

process of maturation such as takes place in the natural growth of articulate speech, in other

words, by methodically exercising the psycho-motor paths (Montessori, 1965).

The activities before writing and reading serve as a preparation for reading and

writing, and have a great influence on development of senses. According to speaking, the

child understands the sense of the words; he/she actively uses vocabulary and has no

problems with articulation and pronunciation. This process is suitable to support by telling the

stories according to the sequences, by memorizing and telling the rhymes and poems, making

pairs (synonymy, antonyms...)

For visual distinguishing, it is recommended to classify the shapes, perceiving the

pictures, scales of colours, similarities and differences, recognizing the shapes of letters,

manual work-putting the beads on the strings, etc. These things help improve the eye-hand co-

ordination. The child should try to keep his/her eye on the movements of his/her hands are

doing. The motor activity is developed by training of the hand for smooth and accurate

movements needed for writing. It involves activities from screwing the cover of the bottle to

outlining the lines, from co-ordination of the body to working with a pencil.

Children should also train the orientation in the space-the directions-down, up, left, to

the right, under, over.

The sense of hearing is important to practise, too. The materials from the Sense

Education are used. For example: Sounding wood, Acoustic cylinders, and Bells.

The spelling plays an important role. It just starts at the age of three and half of the

child. The teacher is supposed to articulate very carefully, and children should do the same.

The parents are involved in this process at home. They take care of proper pronunciation and

usage of vocabulary.

Parents and teachers can introduce children into many activities:

- they spell the words to the child

- they practise the vowels at the beginning, consonants in the middle and at the

end of the words

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- when children understand the first letters of the vocabulary, they can sort out

the things according to the first letters, play games “Find everything what begins

with the letter...”

- it is possible to use pictures and objects and spell their names

- the teacher or parents spell the names and children guess the word and find the

corresponding object.

(Taken from the Publication manual of the Montessori Centre. Literary Skills.

Montessori Centre International, 1998)

Activity 1: The First Spelling

Material: The box with little drawers for letters of the alphabet. The drawers are labelled with

letters (cursive and block letters, lower case and capital letters). Each drawer contains some

objects beginning with that particular letter (example: drawer labelled with a letter L can

contain a lollipop, lentil, wooden ladybird, and label). The most suitable is to have three

boxes-one with vowels at the beginning of the words, the second one with the consonants in

the middle part of the word, and the third one with the consonants at the end of the words. If

there is only one box, there are objects from all three categories listed above in one drawer

(example: drawer labelled with the letter G contains a toy of a dog, chewing gum, glue,

cogwheel...). The words for analyses should be short and phonetic according to the wanted

speech sound.

Objectives: To be able to recognize and find various letters of alphabet

To practise pronunciation

Presentation: The child chooses one box, places it on the mat, puts the objects out and places

them below each other, and finds out the appropriate vowels or consonants.

Variations:

1) Naming: The child names the objects which start with the letter L... The child’s attention is

focused on the beginning of the word. This activity is suitable for highlighting the analyzed

speech sound at the word beginning.

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2) Classification: The child or the teacher places more objects on the mat and the child

chooses only the objects beginning on one specific sound speech that was agreed upon before.

Example: There are objects on the mat like a car, a figure of snowman, rubber snake, a pencil,

a ball... Teacher asks child: “Please, find the object that starts with the letter S from all these

things.”

Various boxes can be mixed. It is also possible to use for finding the sound speech in the

middle or at the beginning of the word.

3) Comparison (increasing): Classification of objects according to the position of the sound

speech.

Example: pen, napkin, cap

4) Classification of all speech sounds of chosen objects

Example: Teacher chooses some objects-a car, a book, a doll, and asks the child to identify

the first letters of these objects.

5) Classification of objects to the boxes labelled with the beginning letter, letter in the middle

or at the end of the word.

6) Classifying pictures to chosen letters. These letters can be tactile, or from the puzzled

alphabet.

7) Sorting pictures and objects to syllables with given speech sounds. (For example: in Czech

language-these are syllables with “ě”, diphthongs, “di/ ti/ ni/ dy/ ty/ ny).

8) Placing the speech sounds in the word. Materials used can be little wooden desks with

holes and clothes pegs, or stripes of sturdy paper with the files (space) corresponding with the

number of speech sounds. The position of wanted letter (speech sound) is highlighted with the

peg.

Later on the child’s mind is able to make use of the successive operations performed

with the written language which has been thus built up by the child as a matter of mechanical

execution (writing) and to a certain extent of intelligence interpretation (reading). Normally

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this is an established fact at the age of five. When the child begins to think and to make use of

the written language to express his rudimentary thinking, he is ready for elementary work, and

this fitness is a question not of age or other incidental circumstance but of mental maturity

(Montessori, 1965).

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2.3 Writing

Montessori argued that it was easier for the child under six to write before he can read.

A child’s hand at the age of six is fixed and less pliable and, therefore, any bad habits will be

difficult to redress. For a child to write legibly and speedily without tiring it is important that

the hand is trained (Montessori Centre International, 1998).

2.3.1 General about Writing

It is obvious that the children’s minds and hands are, or should be, already prepared

for writing when entering the elementary school. Almost all the activities they have gone

through until the age of six are the indirect preparation for writing and reading. The

knowledge comes very easy and spontaneous as a logical consequence of that preparation.

These activities were included in the sections of the Practical Life, Sensorial, Cultural, and

Creative Sections.

For successful writing the child should master:

- How to hold the pencil by using the Pincer grip.

- To touch the pencil with lightness.

- Be flexible.

- To be able to control the hand.

- To co-ordinate the hand and eye.

- To have kinaesthetic knowledge.

-To be able to use visual discrimination and memory.

- To reach the co-operation of the hand and mind under the control of the will.

- To feel self-esteem over his/ her own written work and effort.

- To be able to concentrate on work.

- To keep the sequences of writing process.

(Taken from the Publication manual of the Montessori Centre. Literary Skills. Montessori Centre

International, 1998)

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Maria Montessori considered writing as the motor mechanism and the intellect. Both

of them should be distinguished and separate. Originally, she prepared three pieces of

material for –two for the development of the motor mechanism (the inset for design and

sandpaper letters) and one related to the intellect (the large moveable alphabet).

Through the time, more materials were found and made. Example: As the basic

materials for writing can the teacher use metal shapes, cursive tactile letters on little desks, cut

out cursive alphabet for composing the words.

The colours of the material play an important role. During the first working with the

alphabet the vowels are in blue colour and the consonants are in red or pink colour,

diphthongs are green.

The level of difficulty is also coded with colours. The easy level is in the pink colour,

blue colour is for practising without new difficulties, red colour is middle level, and green

level is for diphthongs.

It is suitable to hang the poster of alphabet on the wall and label things in the

surroundings of children with the nameplates.

The process of writing prepares child for reading and is supported by motor activity.

The child expresses the objects around him/her by symbols (the shapes of letters), and does

not have to be able to read immediately what he/she has written down. It is very individual for

children if they start reading or writing as the first activity. It depends on their interests.

The explosion of writing- the writing is a kind of challenge for the child. If the child is

prepared and is in a good mood, the gaining the skill of writing is spontaneous, easy and

quick...( translated from Randáková, 2010).

The writing develops during the child’s life. It is possible to divide it into several

sections. From half a year of the child to his/her 4 and half year the fine motor activity

blooms. Children start to touch and hold objects, they manipulate with them. They are

fascinated by small things. Around three years of the child, the interest in writing is evident.

Children copy the letters. One year later, the sensitive phase for working with letters begins. It

is suitable time for grapho-motor preparation, tactile letters, composing words from the letters

of alphabet, and copying the letters and their shapes. When the child is between the ages 6

and 12, after the preparation of co-ordination of hand-eye-ear, the real process of writing and

grammar can start. The writing is made automatic and getting better up to the certain level.

The level is individual for each child.

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2.3. 2 Montessori Training and Materials for Writing

Activity 1: Insets for Design

Material: Ten geometric shapes in plastic or metal (= insets) with

corresponding frames.

Squares of different coloured paper-the same size as the frame.

Coloured pencils.

A tray.

Objectives: To prepare the child for writing.

To improve the child’s muscles for holding a pencil correctly.

To check the child’s ability to control his/her hand movements.

To develop pattern.

To be able to hold the pencil with lightness.

To win the experience in drawing, infilling the shapes and being careful and

thorough going when drawing (keep the parameters of the shape when infilling).

Approximate age: 3-4 years

Presentation: Teacher brings the material to a table or a mat, chooses a simple curved figure.

The child is asked to bring two pieces of paper, two coloured pencils. The teacher takes one

of the coloured pencils and shows the child how to cover the paper with the frame, using the

correct pencil grip; she/he draws slowly and lightly round the frame in an anti-clockwise

direction. Then he/she invites the child to try it alone. The teacher should pay attention to the

correct writing position of the child. A right-handed child has the paper positioned to the left

side and a left-handed child to the right. Then the teacher shows the child filling in the figures

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by using other coloured pencil, making a zig-zag pattern across it, or up and down. After the

child completes it, he/she can follow with other frames.

Variation: When the child is successful, he/she can go on with various designs and produce

various decorative motifs. It is possible to draw symmetrical design (turn the frame 90

degrees or 180 degrees), combine two geometric shapes, shading the figure completely, use

several shapes to make a more complex design.

Exercise: The teacher together with children play also the games focused on relaxing the

wrist and hand. Such a game is “Taking Your Pen for a Walk”. Children sit, the teacher tells

them to start from the left-hand side of their paper, go along the bumpy lane, cross the stone

path, climb up the hill, and roll down.

When the children start to be keen on writing, they may make creative writing books where

they write their own stories, and illustrate them.

Activity 2: Sandpaper Letters

Material: Lower case letters cut out in sandpaper, mounted on cards

(blue for vowels, pink for consonants)

Objectives: To learn the writing direction of the letters.

To gain and improve visual impression and memory of the letter shapes.

To connect the phonic sound with appropriate letter shape (its kinaesthetic

impression of the letter shape).

To recognize the letters according to their shapes.

Approximate age: 3-4 years

Presentation: The teacher chooses two letters different in shape and sound. The child should

wash the hands before the activity to have sensitive his/her fingers.

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First stage: The teacher places one letter in front of the child, touches it with the tips of

his/her index and middle fingers to indicate the entry point. (It is important for later joining of

the letters). The teacher slowly and lightly traces the letter in the writing direction, and says

the sound of that letter. Then he/she invites the child to repeat the action and try it alone. The

process should be repeated three or four times. It is individual for each child. The teacher

removes the first letter and starts to present the second one.

Second stage: After the presentation of the second letter, both letters are in front of the child.

Teacher asks the child to show him/her the letter he/she gives the sound for. The child should

trace the letter each time and say the sound.

Third stage: Both letters are in front of the child. The teacher points to one and asks the child,

“What is this?” It is repeated with other letters.

The teacher asks the child to find some words beginning with that practised letter.

If the child remembers the letters, he/she is encouraged to close his/her eyes, feel the letter

and name it.

The child is given a written letter and he/she reads it.

The child is allowed to write these practised letters on the board or into their journals, or in

the air.

Maria Montessori recommended teaching the vowels first, and consonants found in words

that have a special meaning for the child. Also the joining of consonant and vowel sounds is

welcomed as soon as the child had learned a new consonant sound, i.e., “ma”, “li”, etc.

It is good for practice to teach the child the letter shapes in their associated family grouping:

1) i l j t u y

2) v w x z k

3) b h m n p r

4) c a d e f g o q s

30

The children should write on the suitable surface, not hard, shiny, or smooth a lot. The

chairs and tables are supposed to be the right height for the children. The space and room

should be sufficient light.

The papers should be of a good quality. The pens, pencils and crayons are sharp

enough. The tripod pencil grips are suitable for writing, especially for those who have

difficulty with the pincer grip.

Writing direction picture:

Variation: Various games for recognizing, feeling and writing the letters are suitable.

-Children can shape the letters with their bodies and the others guess the letters performed.

- The teacher laminates the cards with the alphabet, spreads them on the floor. Children stand

in the circle around. The teacher asks them to bring particular letters, or each child chooses

one word, spells it and jumps the letters when spelling.

- The teacher or the children to each other can draw the letters with their index finger on the

back and guess the letter shape.

-The teacher spreads various objects on the floor and asks students to find and bring objects

beginning with the particular letter, or containing it, or finishing with that letter.

Activity3: Large Moveable Alphabet

This material is a great help used for writing messages

and words, playing games. Even the children with poor

motor skills enjoy expressing their thoughts through the

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written words. It is sometimes called process of “writing without writing”.

Material: A large wooden box with “cut out” letters in cardboard. The vowels are blue and the

consonants are red. The letters are script or cursive, or both.

Objectives: To be able to build the words

Approximate age: 4 years and more

Presentation: The teacher places the box on the mat, takes some letters out and sounds them

as he/she lays them on the mat. Then he/she returns them to the box. The child is asked to find

the letters he/she knows and place them on the mat. If the child associates the phonemes with

the letters, he/she can continue with building the words. If not, the child should take the sand-

paper letters to assist in that activity. The teacher asks the child to feel the letter, say the sound

of the sandpaper letter and locate the letter from the large movable alphabet on the sandpaper

letter.

Variation:

-The teacher chooses a two/three-letter phonetic word (as “mat”, “tap”, “fox”), builds the

word to stress the individual sounds in the word, places the letters on the floor (on the mat).

The child is asked if he/she wants to try to build some words, too.

- The teacher may prepare individual boxes with objects and letters from large moveable

alphabet which are needed for building the names of the objects.

After the child is able to put the letters together and he/she starts writing, the teachers should

support the child to write creatively. At first, teachers can provide the opening sentences and

children are allowed to complete them on his/her own. Example: One day, on my way to

school, I found a magic book. I opened it and saw...

A good warm-up activity can be a brainstorming of words. Teacher says one word and

children write down words they associate with it. Then they write a story using these

brainstormed words. Other ideas are keeping a journal or a diary, writing about pictures,

writing stories about various objects, creating poems, writing letters to a pen friend, writing

messages. It is very important to explain how to make paragraphs, where to write capital

letters and how to keep the rules of punctuation. Writing is very closely connected with

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reading. More the children read, more they fix the shapes of letters and are more creative

when writing their own stories.

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2.4 Reading

2.4.1 General about reading

Strong reading skills will help students in other subjects. Through reading the children

learn about the world around them. It also improves the critical thinking, enlarges the scale of

vocabulary, spelling skills, and enables the practice of children’s imagination. To support

children to read, teachers should choose and provide students quality, age-appropriate

literature.

Reading to students is an interactive experience, through which teachers encourage

children to participate. They should be led to understand fiction, non-fiction (literature based

on facts). Every Montessori classroom should have a Book Centre or Library as its focal

point. The books are supposed to be divided according to the genres-sections for fiction

literature, for non-fiction, for poetry. The surroundings and the place should be comfortable

and inviting. It is usually placed in a quiet area. Whispering should be required there to

concentrate on reading, and enjoying it. It is a great advantage if students can borrow the

books from school library and take them home. Each child should keep a reading log in which

he/she records daily reading or the books he/she has read.

Children together with teachers can discover the beauties of poetry. It enriches their

vocabulary and imagination very much. The wonderful matter is that it can mean different

things to different readers. It is possible to discuss poems and their meanings during

the lessons, create their own pieces of work and illustrate them.

Parents also play an important role in a child’s rising development. They can

encourage children to read at home and show them that reading is also for pleasure.

Reading can be conducted in various forms and ways. The teacher reads aloud the text

chosen by teacher, students, or both. Another form is that teacher and students read a text of

their own choice silently for themselves at the same time. Share reading aloud is based on the

choice of a teacher or a child and they alternate who reads and for how long. Guided reading

aloud means that the teacher chooses the text and determines the reader. Another option

choice could be a guided silent reading. The teacher chooses the text and the children are

asked to read it for themselves. When reading in the classroom, it is suitable to pair up

younger students with older ones. Children can also share their own pieces of writing with

their classmates or friends, and give them to read their work. After reading, the discussions on

the reading helps children develop their speaking and listening skills.

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The children in a Montessori preschool are introduced to phonetic sounds, the sounds

of speech and their written forms, phonograms, letter-sound combinations with more than one

grapheme or phoneme (such as AKE = cake, make, take), and puzzle words. Many of them

are fluent readers. When entering the elementary class, teacher should determine the reading

level of the child by using the movable alphabet and recognizing the sounds of letters. In most

Montessori kindergarten, children begin learning phonetic sounds at the age of three.

Grammar and word study go parallel to the early reading activities.

2.4.2 Phonetic Reading

The first reading is phonetic reading. The material used is movable alphabet

(described in the section of writing). It enables non-reading children to express

himself/herself in writing.

Teacher uses sounds students already know, and begins to blend phonemes into two or

three combinations (sa..t, sa,,,g, sa...p). Next step is to combine two phoneme blends, such as

ba...nd, se...nd, po..nd, and graphemes (the letters representing phonemes). For example: the

grapheme “c” and “s” correspond to the phoneme /s/, the grapheme “c” also to the phoneme

/k/. If the student knows enough of the phonetic sounds, he/she can continue on phonograms.

Phonograms are letter-sound combinations which contain more than one grapheme or

phoneme such as “ake” (make, fake, take). They are a preparation for reading and spelling,

too. Teacher should start with the most common ones (sh, ch, ea, ai, ow, ee, oo). The movable

alphabet and sets of matching pictures highlighting one phonogram at a time are needed for

these activities. The phonogram is always highlighted. Whatever colour can be used for

highlighting. It catches students’ attention. When a new phonogram is introduced, the child is

given a list containing the phonogram for practising the reading. The list for practising “sh”

will contain the words like ship, shut, shoe, shore, shine.

The child is taken from the basic phonetic words to complex words, more varied and

difficult vocabulary. It introduces the child to the concept of grammar. The materials for

reading are at the beginning similar or identical as material for writing, especially the

phonetic series. The difficulty is marked with colours. It goes on from the easiest level in pink

colour, middle level-the blue one, and the highest level-the green one.

35

Example:

2.4.3 Pink Series

The words used in this series are two- and three-letter phonic words. It includes short

vowel/consonant or consonant/short vowel/consonant. Some “Sight Words “are introduced to

the reader to learn and recognize instantly without using and reading their phonetic version.

The reason is that these words do not sound like their spelling. When the child understands

the sight words, it can accelerate his/her reading speed, and improve comprehension.

Activity1: Pink Box 1

Material: A pink box with six small objects representing two-

and three- letter phonic words.

Practising

phonograms

“sh“

ship

shut

shoe

shop

Practising

phonograms

“ea“

tea

meat

sea

seat

36

Large movable alphabet.

Objectives: To practise recognizing the two- and three phonic words into their basic sounds.

To prepare for later writing and reading.

Presentation: The teacher and the child bring the movable alphabet and the pink box 1, and

place them on the mat. The child opens the box and discusses which objects are inside. If the

child misnames the object, teacher names it correctly. The child chooses three things, places

them in a vertical line to the right of the box with movable alphabet, and names the first

object. Then he/she is asked to find the first letter, place it to the right of the object, and do the

same with other letters.

Exercise: The teacher may prepare two word lists with six words in each list relating to

objects in the box as a practice for reading at home or after using the material.

Activity 2: Pink Box 2

Material: A pink box containing six pictures representing

three-letter phonic words.

Large movable alphabet.

Objectives: To practise building the words.

To prepare for writing and reading.

Presentation: The same procedure as using the pink box 1 is followed. The teacher should find

out the child’s ability to work independently. If the child uses this material for longer time

and understands it, he/she can start to blend the sounds spontaneously and read the words.

Teacher writes two words lists for this box for practice.

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Exercise: The child uses the large movable alphabet. The teacher asks him/her to build

a rime, e.g., “eg”, “at”, etc., and then to go through the alphabet and find the letters could be

add to these rimes to make a word (example: leg, peg, beg). It prepares the child for blending.

Example:

Activity 3: Pink Box3

Material: A pink box containing six objects representing three-letter phonic words.

Six word cards corresponding with the objects.

Objectives: To make easier the child’s first word reading.

To practise sounding out and blending sounds to read words.

Presentation: The child opens the box, takes out the objects and the word cards, names the

objects and places them vertically or horizontally on the table or the mat. The word cards are

placed in front of the child. The teacher asks the child to read out the first word. The child

sounds out each letter separately. The teacher demonstrates the child how to say the sounds

blending them together. The child places the card either underneath or alongside the object it

refers to.

Exercise: The child can work independently.

Variation:

- Another way of using this box is to have only objects and no cards. The teacher takes slips

of pink paper. The child places the objects on the mat. The teacher says that he/she is going to

think of one of them and is going to write the name of the object on the paper. The teacher

leg beg peg

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gives the paper with the written word to the child and asks him/her to read and place it

alongside or underneath the particular object.

- The teacher asks the child to build the words using the large moveable alphabet. When the

child is finished, the teacher shows him/her how to check the words he/she has built with the

word cards.

Activity 4: Pink Box 4

Material: A pink box containing six picture cards representing three-letter phonic words.

Six word cards corresponding with the pictures.

Objectives: To expand child’s reading vocabulary.

To practise reading three-letter phonic words.

Approximate age: 4 years onwards

Presentation: After working with pink box 3, the child should be able to work independently

with the pink box 4. The teacher is on hand and assists the child if necessary. The child names

the pictures and writes the words corresponding to the pictures.

Variation: If the child has no problems with this activity, the teacher can place the word cards

or the objects from pink box 3 on a separate table, and asks the child to read the word card

and go and fetch the picture card or object. This process encourages the child to hold the word

in his/her memory when going to bring the picture card or object.

Activity 5: Pink Picture Card

Material: A4 size pink card with six to eight pictures in two rows

Separate corresponding word cards (kept in envelope attached to the back of the

39

card).

Objectives: To practise reading and enrich the vocabulary.

Presentation: The teacher introduces the material to the child, shows him/her where it is kept.

The child should be able to work independently. The teacher is on hand if the child needs any

assistance.

Variation: There are a lot of other games that are possible to use (Lotto cards, Memory card

game...)

Activity 6: Pink Box 5-The Mystery Box

Material: Pink box containing pieces of paper, folded in quarters, each with a two- or three-

letter word phonic word written on it.

Objectives: To practise further reading.

To be able to read silently.

To read without any contextual clue.

40

To practise memory skills.

Presentation: The teacher chooses one card with the word. He/she unfolds the slip of paper,

reads it quietly moving his/her lips, refolds the paper and places back into the box. He/she

continuous reading the remaining words and then asks the child to do the same. When the

child is finished, the teacher asks the child which reading he/she enjoyed the most.

Example:

Activity 7: Pink Reading List

This activity follows when all five activities have been done before, and the teacher is sure

that the child is able to read the words without contextual clues.

Material: Reading lists. One reading list contains eight to ten words with a picture at the top.

Each list can be focused on the medial, initial, final consonant sound.

Objectives: To extend reading practice and reading vocabulary.

Approximate age: 4 to 4,5 years

sun

cat

box

41

Presentation: The teacher introduces the material to the child and tells him/her to start reading

at the top. The child reads the list. There are many lists available for the child to read on

his/her own.

Exercise: The teacher should prepare more reading lists.

Activity 8: Sight Words

The child is not able to decode these sight words at this stage of his/her development.

Therefore these words are needed to be learnt through sight recognition very much along the

lines of “Look and Say”. The first words are the definite and indefinite articles.

Material: White cards with the new words written on them.

Objectives: To introduce words which the child cannot decode.

Presentation: The words are taught through the “Three Period Lesson”.

Variation: It is possible to play a game and thanks to this explain the grammar point.

Teacher tells the child: “Please, can you bring me a pencil?”(There are many in the

classroom.) “Please, can you bring me a chair?”(There are many in the classroom.)

BUT! “Please, can you bring me the vase?”(There is only one in the classroom.) “Please, can

you bring me the calendar?”(There is only in the classroom.) When the teacher says “a”, it

means one of many, but when he/she says “the”, it means that there is only one.

Many of the sight words that the child needs to learn are structure words and they can be

sometimes boring. However, if the teacher introduces them in a funny way, it is easier to go

through.

The most common sight words are: a, an, the, I, in, is, if, of, that, to, he, was.

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To build the child’s sight reading vocabulary it would be suitable to teach him/her the words

stated below:

I up look we like and on at for he

is said go you are this going they away play

a am cat to come day the dog big my

mum no dad all get in went was of me

she see it yes can

Activity 9: Pink Phrase Strips

In this type of activity, the child is asked to read a string of words fluently and with

comprehension.

Material: Pink strips of card with a picture and corresponding phrase.

Objectives: To read with comprehension a string of words.

To practise reading the articles.

To develop fluency in reading.

Vocabulary: a green jumper, in the pocket, the fox in the wood

Presentation: The teacher introduces the child to the material and asks the child to read the

phrase, explaining any words with witch the child is not familiar. The child may use the

picture at the beginning to inform his/her comprehension of the phrase.

When the child is able to read the phrase strips with the pictures attached, the teacher

presents the child with the strips and separate picture cards. Then he/she asks the child to put

the pictures vertically on the table, read the phrases and place them beside the appropriate

picture cards. The child has to read and understands the phrase without the help of the picture.

43

Activity 10: Capital letters

This activity can be taught when using the capital sandpaper letters, or when the

capital letters arise in the environment. The teacher shows, or children can find as many

words as possible when the capital letters appear, i.e.: the child’s name, the name of the days

and months (in English, German language), the names of institutions, games, shops, the name

of food...

Material: Sandpaper letters.

Objectives: To learn to write capital letters

Useful groups are:

1. I L T F E H U J

2. C O Q G D B R P

3. A N M V W Y K X Z S

a b c d e f g h i j k l m n o p q r s t u v w x y z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a cat on the mat a boy in the bed

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She has a red top.

Activity 11: Pink Sentence Strips

Material: Pink strips of card with a picture and corresponding sentence.

Objectives: To read for meaning.

To introduce the structure of a simple sentence (beginning of the sentence with

a capital letter and the end with a full-stop).

Vocabulary: Example of sentences: “The dog is on the mat.” “The sun is hot.”

Presentation: This activity follows the same rules and presentation as the activity with the

pink phrases (Activity 9). The teacher explains to the child that a sentence starts with a capital

letter and end with a full-stop.

It is useful to have some strips where the questions are asked, i.e, “Can the cat run?” “Is the

man fat?” The child can answer the questions. “Yes, the cat can run.” This is also a good

opportunity to introduce a new sight word “NO”. The child can respond: “No, the man is not

fat.”

Variation: The teacher may vary this activity and create a set of related sentences. The child

puts these sentences in order to make a story. If the child wants, he/she can draw the pictures

corresponding with the story, and matches them with the pictures.

Example:

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Activity 11: Command Cards

Material: Sets of cards with commands. One set contains single actions (“Go to the door.

Open your book. Jump on the spot. Touch your nose.”) The second set contains two related

actions (“Go to the door and open it. Jump and sit down.”) The third set contains cards with

three or more actions. Teacher should use the words with phonograms the students have

learned.

Example:

Activity 12: Pink Level Reading Books

Material: Books containing the pink level language.

The books should be illustrated. If there are new sight words, the teacher writes

them on cards and places them in an envelope at the back of the book. The child can

get to know them before reading.

Objectives: To develop reading skills and enlarge the scale of vocabulary.

Go to the door.

Take the book and place it on the floor.

She opens the door, smiles and says hello.

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Presentation: The child with the help of the teacher chooses a book. They sit down and

discuss what the story may be about. The child starts reading. The teacher listens to him.

When the child finishes reading, they discuss the story and the characters again. The teacher

gets an insight if the child is able to read with comprehension.

Example:

Hello!!!

My name is Sophia.

I am a grey bear with a blue nose.

I am five.

I am from Norway.

My best friend is a rabbit.

His name is Joe.

Joe is white and has got long ears.

Joe is nice and friendly.

We get a big box.

There are nice cups in the box.

We drink cacao.

We are happy.

Sight words: and, happy, is, am, we

2.4.4 Blue Series

When the child has made a progress in reading phrases and sentences in the pink

series, the teacher can introduce him/her to the next level, the blue series.

The blue series contains the same sequence and principles as the pink series. It starts

with the box 1 and goes on to the reading books. The child builds on the knowledge he/she

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has acquired when going through the pink series. The teacher assists the child in this process

and introduces him/her double blends, triple blends, double consonants, diagraphs (“ng”,

“nk”,“sh”, “ch”, “tch”, “th”) and “schwa” vowel. The child will improve and enlarge the

vocabulary from the four-letter words to longer and more complex words.

Example of reading lists:

Activity 1: Blue Box 1

The teacher explains and demonstrates the initial double blends to the child, using the large

movable alphabet. (The first two letters in red before the blue one stress the pattern of two

consonants at the beginning of the word). The teacher pronounces the word. The child listens

to him and recognizes the double blend. The visual and auditory representations support each

other and it helps child to keep the new word and patter in memory.

Example of suitable words in the blue box 1:

clap tram flip

drum frog flag

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Activity 2: Blue Box 2

The blue box 2 is similar to the pink box 2. However, it is a higher level. The picture cards

might be included. The large moveable alphabet highlights the patterning within the words. It

gives the child a visual representation of the blend.

Suitable words for the blue box 2:

rent desk pond silk risk test

The child can try to create his/her own rhymes. The teacher chooses one of the blends-“st”,

and the child can make onsets with blends-“fist, list, mist, vest, rest, test”

Example:

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Activity 3: Blue Box 3

This box contains a scale of initial and final blends to reinforce, through reading, the word

building. It follows the blue boxes 1 and 2.

Activity 4: Blue Box 4

This box follows the blue box 3. It contains the words with initial and final blend, triple

blends, double consonants and the “ng/nk” digraphs. It is recommended to use the large

moveable alphabet. More practice enables child to understand this topic better.

Suitable words and pictures:

clock sock rock

pack duck block

Activity 5: Blue Picture Card

Blue Picture Cards are very similar to the Pink Picture Cards. Their purpose is to

reinforce multisyllabic and compound words, or the words with the “schwa” vowel. The

“schwa” vowel is the most common vowel sound in the English language. It is unaccented,

without an accent. Therefore, it is impossible to hear it as a clean vowel sound. It can cause

that children do not write it correctly when dealing with the word containing the “schwa”

vowel.

Suitable words:

along tunnel covers lemon

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Blue Picture Card

Activity 6: Blue Box 5

This is the same activity as the Pink Box 5. It contains phrases written on pieces of paper,

folded in quarters. The teacher should choose interesting and funny words for the child.

Example of words:

sniff stink splendid crumpet

Activity 7: Blue Reading List

The list of reading focused on words with blends.

Example of words:

crab crop flop trust

crack crumpet trusted cracking

It is good to show the expansion of word length (crust-crusted-crusting).

The child can also match and make up the rhyming words.

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Activity 8: Sight Words

The teacher still introduces the child to the sight words. The child practises the sight

words from the pink series and adds the new words he/she encounters in his/her reading or

environment.

Activity 9: Blue Phrase Strips

This activity is the same as activity with the phrases in the pink series. The child has

learnt a lot of new words. He/she is able to build new words. The teacher can ask the child to

take an object or picture and write a phrase describing it. The child uses the large moveable

alphabet, or he/she writes it into his/her journal.

It is suitable time to introduce the consonant digraphs/ trigraphs of “sh”, “ch”, “tch”,

“th”.

The phrases can be simple, i.e., “the short string”, or more complex, e.g., “the crimson

frill on the pink spotted dress”.

Example:

a Dutch shop

the fifth child

to crash the car

the rich architect

the royal ship

the high price

to catch a monkey

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Activity 10: Blue Sentence Strips

The sentences follow the same principles as the sentences in the pink series. However, they

progress from easier sentences to more complex ones. The strips of paper should be about 8

inches by 3 inches.

Example: “The ten children sing.” “The ten little children sing a long song about a

pink ship.”

The teacher can prepare a story on the strips and add appropriate pictures. The child reads the

strips, puts the story together, and matches the strips with the pictures.

Example:

Activity 11: Blue Level Reading Books

The level of vocabulary that the child can read now, enables the teacher writing of books for

this blue level.

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Example:

The ten piglets

The ten piglets were very small.

They went to the pond.

There were ten little ducklings on the pond.

The ten little piglets sang a song about rich James.

The ten little yellow ducklings ran away.

The ten pink piglets went home again.

Sight words: was, were, to

2.4.5 Book Reading (Types of Books, Book Corner)

2.4.5.1 Book Corner

This topic has been a little bit discusses in the section 5.1. General about Reading. It is

evident that if the teacher wants to support and encourages the child to love reading, he/she

has to prepare suitable environment. Usually, each school has its own library. It is suitable to

establish a book corner in every class. There are some rules the teacher should follow when

preparing the reading places.

The first important aspect to bear in mind is a quiet area of the classroom. The ideal

place is in the corner, far from the free play activities. It is possible to place there some

barriers around the book corner to enclose the area. The reading place is recommended to be

near a window because of natural light. It should be properly illuminated. The teacher chooses

the chairs or sofas of suitable size for children, or comfortable cushions and rugs for children

who prefer to sit on the floor. The low round tables could be included, too. It looks very nice

and cosy when the walls of the corner are painted. The choice of colour is very important. It

should be something cool and reflective, not strident and showy. Books are displayed on

child-sized shelves, or in the boxes on the floor.

The children are taught to be able to concentrate, to be tactful, and to respect other

children’s time for relaxing and reading. The teacher demonstrates the children how to handle

the books carefully. If the book is damaged, the child who is responsible has to be involved in

repair the book.

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2.4.5.2. Types of Books

The little book was composed very carefully on the basis of rigid experimentation. As

the book is opened only one page of print appears, the tergo of the right hand page being

always blank. Nor does the text always cover the entire page. The spaces above and below the

print are decorated with designs (Montessori, 1965).

Books and stories provide a safe environment for the child to explore emotions,

experience the world. They lead the child into the world of imagination, another rules, and

fantasy. Reading contributes to improving the language, to enlarging the scale of vocabulary,

to understanding children’s own culture and also the cultures throughout the world. Therefore,

it is very important to choose the right books. It is necessary to consider the type of books and

the age ranges of the children.

The library should store the books for all types of readers, if it is possible. There could

be picture books, with very few words, the tactile/interactive noise books- for readers-

beginners, reality-based picture/story books which reflect real characters in real situations,

imaginative book (where animals talk and behave like people), books depicting natural

phenomena (planets, animals...), science books and encyclopaedias, books describing the

events in the life of a child (going to the doctor, at school...), picture dictionaries, poetry

books, books with nursery rhymes, and pieces of work that children love and know. It is good

to write a list of books that are stored in the library.

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2.5 Storytelling

Storytelling is very beneficial for children. It is a type of great art which enables the

teacher to involve the children in the story and get them experience the tale.

The teacher prepares a rain stick or something like a silence card to calm down the

children when they become too noisy and excited. The new objects appearing in the story are

stored in the “story baskets”.

Before reading, the teacher should be properly prepared. Montessori Centre

International (1998) recommends:

- Read the story completely through about three times.

- List mentally the sequence of events. You are giving yourself a mental outline

of the important happenings.

- Reread the story, noting the events you did not remember.

- Go over the main events again and add the details that you remember. Think

about the meaning of the events and ways to express that meaning, rather than

memorise the words in the story.

- When you believe that you know the story, tell the story to a mirror.

- After you have practised two or three more times the wording will improve,

and you can change vocal pitch to differentiate characters.

- Change your posture or hand gestures to represent different characters.

- Do not be afraid to use pause to separate scenes.

- If in a class setting with other students, read aloud to each other and then to the

whole group.

The most demanding thing is to keep attention and interest of the children. If the

teacher has a large group, it is better to break it up into smaller age-related groups. Older

children have different needs to younger children.

At the beginning, the teacher should introduce the book, its author and the illustrator.

If the children do not know the word “illustrator”, the teacher explains it. Then he/she tells

what the story is about, and which characters appear in the story.

During the reading, the teacher should maintain eye contact as much as possible, use

intonation, different voices for different characters, and change the movement, speed, and

pace of the speech.

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It is recommended to use pictures of the scenes and characters, so the children can

build the story according to the reading. At the end, the teacher and the children discuss the

story, characters, their behaviour, the individual scenes, the plot and the important events in

the tale. Some children are eager to re-tell the story. The teacher can also ask the questions

connected with the plot.

My own experience with storytelling is very positive. Children enjoy this activity very

much. They love listening to and reading stories, especially with a lot of pictures. I have tried

a lot of additional activities.

- I let the children draw the whole story, or just only some parts they like very

much.

- The children draw one of the characters appearing in the story.

- Next lesson after reading one story, I re-told the story but in a wrong way. I

changed some important events (Example: The Gingerbread man was not chased by

the fox, but the Gingerbread man chased the fox.), or characters, setting. The

children corrected me. Sometimes it was very funny for them and they started to

make up their own versions.

- The children were given the pictures from the story. They listened to the story

again and they put the story in sequences.

- I prepared a copy of the text of the story and erased some important words in

sentences. The children were listening to the reading and filled in the missing words.

- Next lesson, the children were given another set of pictures, and they created

their own story.

- The children chose one chapter or event from the historical book, read it

together, and then they prepared a drama based on reading. It was very beneficial for

them. Thanks to the connection of storytelling and playing drama, the children were

able to remember the historical facts and events much better than only by reading the

historical textbooks.

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2.6 Grammar

Grammar is the study of the rules of a language. It looks how the words are combined

to make sentences. In Czech language, there are ten parts of speech, in Italian language there

are nine of them, in English language there are nine parts of the speech: the noun, adjective,

article, pronoun, verb, preposition, adverb, conjunction, and interjection. The whole concept

of grammar is divided into two parts-early grammar and later grammar. The first set of

grammar materials will be introduced to children when they are reading at the pink/blue level.

The second part, later grammar, is for children who have just completed the first part, and

gone through the green level of reading. It is usually in the primary school.

As stated above, the child can read at the pink/ blue level. Now, he/she is prepared to

start to focus on the parts of the speech and its function. It means that the child will know that

the nouns are also called naming words, verbs are for action or doing words. The goal is to

gain the general understanding and first meeting with the structure of the parts of the speech.

As soon as the child has the basis of reading, it can be taught simple grammar rules of that

particular language. The children know the sense of using the rules. However, they need to

get the right direction and the right explanation. When they say “mans”, “dided”, they show

the ability to try and make sense of irregularity, i.e., usually it is added “ed” to make the past

tense. It is a good background to build on. The children who are up to the age of six are in

what is called a sensitive period, in this case, for language. It means that the child has the

perfect and the most suitable time to absorb everything what is told and showed him/her

easily than after that “special” period is over.

Later on the child’s mind is able to make use of the successive operations performed

with the written language which has been thus built up by the child as a matter of mechanical

execution (writing) and to a certain extent of intelligence interpretation (reading). Normally it

is an established fact at the age of five. When the child begins to think and make use of

written language to express his rudimentary thinking, he is ready for elementary work, and

this fitness is a question not of age or other incidental circumstance but of mental maturity

(Montessori, 1965).

For better understanding the grammar symbols and materials, and preparation for later

work at the primary level, the grammar function and materials are colour-coded.

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The colours are:

Nouns = black

Adjectives = royal blue

Verbs = red

Adverbs = orange

Prepositions = dark green

Conjunctions = pink

Interjections = gold

Articles are included, too. The colour code for them is light blue.

The Montessori grammar material consists of eight grammar boxes with coloured

compartments, 36 coloured filling boxes, printed words and sentences, command boxes,

command cards. If it is not possible to buy or find this equipment, the teacher can make

his/her own materials from paper and adapt presentations and activities as needed. Instead of

filling boxes it is possible to store the cards in large plastic organizing boxes, usually with

separate compartments.

When the teacher starts the presentation, it has specific order and rules:

Step 1-The teacher presents the function of the chosen part of speech.

Step 2- The teacher presents the activities from the section and uses the symbols from the

grammar box

Step 3-The teacher introduces the appropriate grammar box and filling box to give a student

time to absorb the new information.

Step 4- This step is optional. The teacher can introduces command cards and boxes. These

cards incorporate movement into the presentations and are suitable and most beneficial when

the children show they understand that particular part of speech well.

Step 5- The teacher encourages student to use the material independently after the

presentation.

There are eight grammar boxes. Each box is for a different part of speech. The boxes

have colour-coded compartments. For example: the first grammar box is used for nouns. It is

divided into one large compartment and two smaller ones. The large compartment is for

phrases. The two smaller compartments are for the article and the noun. The second box (for

adjectives) has one large compartment (for phrases) and three smaller ones (for the noun, the

article, and the adjective). The other grammar boxes continue in the same style.

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The grammar boxes are filled with the printed cards. Some of them are large,

rectangular, coloured phrase cards; the others are small individual –word cards. These cards

can be stored in the filling boxes. Everything is completed according to the colours.

The command cards encourage students to move, experiment and work in groups. It is

useful to use them if a teacher needs to maintain the students’ attention and focus. However

these cards can be used only after the presentation of nouns, articles, adjectives and verbs.

2.6.1 Nouns, Adjectives

2.6.1.1 Nouns

A noun is a word referring to a person, place, thing, quality, or action. It functions as

the subject or object in a sentence. The nouns are divided into common and proper nouns. In

English language, proper nouns are always capitalized and denote individuals and

personifications.

Nouns and verbs may sometimes take the same form. Verbal nouns, or gerunds, have

features of both parts of speech.

Nouns can be masculine, feminine, or neuter. They may be inflected to indicate

number and case. In English, the gender has been eliminated, and only two forms, singular

and plural, indicate number. In English language there are three cases: nominative (subject),

genitive (possessive), and objective (the relationship between the noun and other words). The

words which can be experienced through the senses are called concrete nouns. The opposite

of a concrete noun is an abstract noun; it exists in people’s mind. It is experienced

emotionally or intellectually.

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The noun, adjective and article creates the noun family. Teachers should introduce

how all these three parts work in relation to one another. Usually, parts of speech symbols are

demonstrated after the first introductory activity for each. However, in this particular case, the

grammar symbols for all three are introduced at the same time.

The presentation could follow this order:

1. Presentation of Nouns-Getting to know Nouns

2. Identifying Nouns

3. Getting to know Articles

4. Getting to know adjectives

5. Getting to know the grammar symbols: the noun family

6. Continue with other activities for the noun, article and adjective

The noun is represented by the large black triangle. In the noun family, it is a symbol

for a mother. The adjective has the grammar symbol a medium blue triangle. It symbolizes a

child. The article is represented by a small light blue triangle. It stands for an infant. The

purpose of the noun family is to help students to recognize that the article and adjective are

dependent on the noun, as an infant and a child are dependent on their mother. The noun, the

mother, can exist on its own within a sentence. The article and adjective must have a noun to

describe.

Activity 1: Nouns-black colour

Material: Box 1- Black cards with pink level words written ión them relatingto objects

within the environment, e.g., jug, cat, fox

Box 2- Black cards with blue level words written on them, relating to objects

within the environment, e. g., flock, desk, tunnel

Objectives: To o practise reading.

To learn the function of a noun as a naming word.

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Presentation: It can be presented in a group. Each child reads his/her card, and matches the

card with appropriate object. The teacher points out that that all these cards are nouns. The

cards name all the objects.

Variation: The child reads the card, remembers it and goes to the mat where the objects are

placed, chooses the appropriate object and returns back. The child uses his/her memory skills.

Box 2: There is the same presentation and variation as a box 1.

Activity 2: Nouns-singular and plural

Material: Two sets of black cards with the singular and plural forms of the words written on

them: cat, cats

Two neutral coloured header cards with the words singular and plural.

Sets of objects relating to the word cards.

Black box with a small “s” written on the lid.

Objectives: To introduce singular and plural nouns.

To demonstrate the rule for making plurals.

Presentation: The child places the singular pile to the left-hand side. The plural pile of cards is

on the right-hand side. The teacher reads and explains the header card “singular”. Singular

means one thing. The teacher places the card at the top of the mat. Then he/she does the same

with the plural header card, and places it on the right side at the top of the mat.

The child takes some of the singular card, reads it and places it under the singular

header card. Then the child finds the appropriate object and places it to the left of the word

card. Then he/she goes through the plural cards and finds a word similar to the word he has

placed under the singular heading. When the child finds it, he/she places it under the header

card “plural”. He/she continues with other words in the same way. The teacher asks the child

to look at the words and find out what is added to make the words plural.

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2.6.1.2 Adjectives

Activity 1: Adjectives-colour code royal blue

Material: Box 1-royal blue cards with pink and blue level words written on them.

Blue box.

Vocabulary: Pink, black, crimson, big, long, wet, etc.

Presentation: The teacher places various objects, e.g., a black box, a soft rag, a flat shape, a

pink cube, a big book, a long pencil, etc. He/she gives each child an adjective card and asks

him/her to place the adjective in front of the object that the card describes. When all the

children do it, the teacher concludes the presentation by saying that these cards are describing

cards, adjective cards. They tell what is special about the objects.

Placing the card in front of the object prepares the child for the concept that the adjectives

usually precede the noun in English.

Activity 2: Noun and adjective game

When the child has been introduced to the concept of nouns and adjectives, he/she can go

through this activity.

Material: Royal blue box containing one set of adjective cards, one set of noun cards with

appropriate header cards.

Objectives: To show the position of adjectives in relationship to the nouns.

To show that more adjectives can describe a noun.

Vocabulary: example of words

Adjectives Nouns

red socks

flat surface

wet T-shirt

great adventure

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Presentation: The child prepares two piles of cards. The adjective cards are to the left of the

noun cards. The teacher reads the noun header card for the child and shows him/her where to

place it at the top of the mat, or the table. He/she asks the child to place the noun cards

vertically under the header card. Then the teacher reads the adjective header and encourages

the child to place it to the left of the noun header card. The child places other cards under

these two header cards. After complementing all the cards, the child reads the pairs and

discusses with the teacher if the connection has its own sense. The child may change it.

Variation: The teacher can choose only one noun and the child tries to match as many suitable

adjectives for this noun as possible.

2.6.2 Verbs

Activity 1: Verbs-colour code red

Material: Box 1- red box containing red cards with pink level words written on them, e. g.,

run hop fit hug

Box 2 – red box with cards of the blue level words

kiss skip jump clap

Objective: To understand the concept of a verb as an action word

Presentation: The teacher uses both boxes. Each child is given a card. He/she reads the card,

places it face down in front of him/her and acts out what is written on the card. The other

children guess what is written on the card. When all the children have read their card, the

teacher sums up that these words are action words, called verbs, and people can act them out.

Variation: When the children are able to perform single words, the teacher can give them

commands to carry out.

Example: “Open the door!”

“Touch the floor!”

“Stand up!”

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2.6.3 Prepositions

Activity 1: Preposition box

Material: Dark green box with prepositions written on dark green cards.

Colour-coded cards to make a sentence.

Two objects which relate to the two noun cards.

Objective: To demonstrate the function of a preposition in a sentence.

Vocabulary: Early grammar prepositions: on, in, up, at, from, of

Presentation: The child takes two sets of cards and the objects, builds the sentence and reads

it. When the child finds out that the sentence does not make sense, e.g., “The cat sits the

roof,” the teacher tells the child that if he/she uses the special green card, the preposition card,

it will make sense, but he/she has to make space for the card between the action red card and

the grey card. The child is encouraged to move the cards and to place the objects above their

relevant cards. The child reads the first preposition card, places it in the sentence, reads the

sentence and moves the first object (the subject of the sentence) as designed by the

preposition in relation to the second object. The child then reads the next preposition card and

places it in the sentence and places the first object accordingly.

2.6.4 Finishing the grammar part

The theme box is used when the child has gone through all the parts of speech. It is the

culmination of the early grammar activities. The child has used the parts of grammar in

isolation. There is a change with this activity now. All the parts of speech are brought

together. The only new element for the child is the sentence structure using the grammar

cards.

Activity 1: Theme box –the farm box

Material: Collection of farm objects/animals.

Colour-coded grammar cards for nouns, adjectives, verbs, articles, conjunctions,

and prepositions.

Objective: To visualise and learn the structure of sentences and phrases through fun and

manipulation.

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Vocabulary: Pink and blue level words.

Presentation:

1. part:

The teacher introduces the child the box. The child sets up the farm and discusses the objects

and what the various animals are doing. This is very good for second-language children and

language-delayed children. It gives them the opportunity to explore an environment in a calm

way without any pressure.

2. part:

When the child has worked with the noun cards in the early grammar, the teacher can

introduce the child to the noun cards in the farm. The child is asked to take up the black cards,

the naming cards. He/she reads the first card and either places it against the object, or brings

the object down to the card.

3. part:

The teacher introduces the child to the adjective cards in the farm box. He/she shows the child

that the adjective cards are placed in front of the noun cards. The child reads the noun card,

finds the object, reads through the adjective cards, and finds a word that describes the object.

4. part:

The next part introduces the child to the verb and article cards. The verb cards are placed after

the noun and the article cards are placed in front of the adjective cards. The child reads the

first noun card, finds the appropriate object, chooses a suitable adjective card, goes through

the verb cards, and finds the action what the object does. The teacher reminds the child that

each sentence starts with a capital letter, so the article card (as the first card in the sentence)

needs to start with a capital letter. The child finds the card with the word written with a capital

letter at the beginning and completes the sentence.

5. part

The child is introduced to conjunctions. The teacher explains that conjunctions are placed

after the verbs. They can also join the nouns, phrases, adjectives and sentences.

6. part

Prepositions may be introduced. The teacher explains the child where to place the

prepositions and that they describe the position of the objects.

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2.6.5 Green series

When the child has gone through the early grammar without any problems, he/she is

prepared to continue with the green series of language material. The child will be introduced

to the other sounds (phonograms) and their corresponding spellings. The materials used in this

series are Small movable alphabet, Phonogram boxes, Phonograms in an envelope,

Phonogram lists, Phonogram booklets, Phonogram sentence strips, Phonogram books. The

four last mentioned things are used to give additional reading practice, extend vocabulary and

encourage independent reading.

When the child finishes the green series, he/she is able to read at the green level,

he/she can be introduced to the higher level of a language system, later grammar. It follows

exactly the same principles as early grammar, but the child is reading more complex words

with consonant and vowel digraphs. The teachers focus on the correct terminology for the

speech parts, i. e., nouns, verbs, etc. If the child is learning the second language, it depends on

the teacher if he/she wants the child knows the names of the parts of the speech in that

particular language. However, the child should know in his/her mother language what the

noun, verb and other parts of the speech are.

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2.7 Language games

There are a lot of games to introduce various topics in language. One of these games is

“Simon Says”. It is ideal for introduction to grammar, as well as naming parts of the body,

asking children to bring things, pointing to different things, and performing the commands.

The teacher can involve most of the parts of the speech. He/she can ask the children to “jump”

(verb), “run fast” (adverb), bring the yellow pencil (adjective), put it under the table

(preposition), bring the book and the pen, but not the scissors (conjunction). This will

reinforce the children’s understanding. It is also very enjoyable and a good concrete

experience for children, long before they are introduced to these abstracts concepts formally.

The next great games are memory games. It involves reading and a visual memory of

words. The teacher can prepare a “Secret Path” game for children, displaying many pictures

along it, and children go through and try to memorise as many pictures as possible.

Another version is to prepare a tray with a few objects on it. The teacher asks the child

to look at them and remember them. Then the teacher covers the tray, takes one object away

and asks the child which one has been taken away.

At group time, the game “I went to Africa and I have packed ...” There are a lot of

variations. It depends on the topic the teacher wants to practise with children. If there is a

focus on the animals, the game can be changed and called: “I went to the zoo and saw an

elephant.” The first child tells the sentence. The second one repeats it and adds his/her new

word.

For enlarging and playing with words it is recommended to use the rhymes during the

lessons. Children can create their own poems; combine the given words according to the

rhymes.

A good introduction to phonemic awareness is through songs especially playing “I spy

with my little eye”, or “I hear with my little ear”(Montessori Centre International, 1998). The

teacher can choose two things, at first, and holding one up (e.g., a pen) he/she says, “I spy

with my little eye something beginning with “P”!” As the child sees the pen in the teacher’s

hand, he/she will associate the pen with the sound. The teacher does the same with other

objects. When the child shows that he/she is able to recognize the proper sound, the teacher

can use two or three objects together. He/she takes the objects, e. g., a pencil, a sharpener,

a paper, and asks the child to point the object beginning with “s”.

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When teaching children where to put the stress in the sentence or discourse, the games

with poems or single sentences are used. The teacher prepares a short funny poem and strips

of paper with vocabulary of people (e.g., a mother, an ugly school caretaker, a happy old

women, a sick boy, a drunk man...) written on them. Each child is given a card. The task is to

read the poem as it would read the person written on the paper, and stress the important thing/

word in the poem for that person.

The visual memory is activated when playing the various Lotto games and memory

picture cards.

This is only a brief summary of games. There are many books focusing on the games

used for developing and understanding the language and its structure.

During playing games, the teacher has a great opportunity to observe the child in

different situations. He/she acts as a facilitator and can prepare suitable games for the children

and follows their needs. It is the basic principle of Montessori pedagogy.

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3. Conclusion

The aim of this thesis is to introduce teachers who do not know Montessori pedagogy

to its principles and to understand it. It should demonstrate that even though it is an alternative

way of teaching, it is for all kinds of learners. It follows the learner’s pace; therefore it is very

individual and suitable for almost all children.

The sequences of the activities are constructed from the easiest ones to the more

difficult ones. The teacher should keep this order, observe the child and choose what other

steps are suitable for that child.

The material introduced in this thesis is used generally for teaching all the languages.

It does not matter if it is the first or the second (foreign) language for the child. The only

differences are only in some parts of grammar, e.g., the Czech language has seven cases, the

English language only two. The teacher is supposed to prepare suitable material for that

particular language. However, the structure of activities is kept.

The appropriate age recommended for activities is very individual. It differs from

child to child, from one school system to another one. In case of starting teaching the foreign

languages, some countries, or schools/kindergartens start to teach children the second

language just at the age of two or two and half. It follows the idea that the children are just in

their “sensitive” period. They act like “sponges” and soak all the information from their

surroundings. It is much easier for them to learn new things, vocabulary. If the adults and

teachers detect this period of time and encourage the child, the child will be able to

understand the language and think in that particular language. It means they understand the

signs and structure of the language. They do not translate the words in their minds as many

adult learners do.

To conclude, this study has not included all the possible activities and material. It is

only an overview for people who want to get to know the Maria Montessori’s theory.

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4. List of References:

Hainstock, Elizabeth G. Metoda Montessori a jak ji učit doma, Školní léta. Praha: Pragma, 1999. Print.

Harald, Ludwig, kolektiv. Vychováváme a vzděláváme s Marií Montessoriovou. Praha:Univerzita

Pardubice, 2008. Print.

Lillard, P. P. Montessori Today. New York: Schocken Books, 1996. Print.

Lillard, P. P. Montessori in the Classroom- A Teacher’s Account of How Children Really Learn.

New York: Schocken Books, 1996. Print.

Montessori, Maria. The Advanced Montessori Method. Oxford: Clio Press, 1965. Print.

“Montessori Newsletter 20.” MontessoriMom.com, 14 Dec. 2010. Web. 16 May 2011.

Němcová, Monika.“Principles of Montessori Pedagogy. “ N.p., n.d.. Web.16 May 2011

N.p. Publication manual of the Montessori Centre. Literary Skills. Montessori Centre International,

1998. Print.

Randáková, Kamila. “Český jazyk pro vzdělávací kurz Montessori 2010.” Šance, 2010. Print.

Rýdl, Karel. “Metoda Montessori pro naše dítě. Inspirace pro rodiče a zájemce.” Univerzita

Pardubice, 2007.

Spietz, H. A. Montessori 101 (An Introduction to Montessori for the 21st Century). Rossmoor:

American Montessori Consulting, 2006. Serving School and Home Educators.Web. 17 May

2011. <http://www.amonco.org>.

Photograph Gallery:

Own photo gallery - p. 30-The Large Moveable Alphabet

-p. 43- Pink Phrase Strips

-p. 50- Blue Picture Cards

-p. 58- Grammar Symbols

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-p. 59-Grammar Boxes

Other pictures taken from web sites:

http://www.absorbentminds.co.uk

http://www.alibaba.com

http://www.ehow.com/how_4509635_use-montessori-insets-design.html

www.google.cz

http://livingmontessorinow.com

http://www.montessorioutlet.cz

http://www.montessoriforeveryone.coml

http://thelearningark.blogspot.com