Montessori Compass / The Montessori Foundation Scope and Sequence: Language Arts (Toddler-Grade 6)
Sub Category
Lesson
Description
Element
Tod
Oral Language
Development
Asking Questions
Uses one or two word
questions.
X
Oral Language
Development
Asking Questions
Asks for objects by naming
them.
X
Oral Language
Development
Conversation Pictures
Answers specific questions
about pictures. “What is the
girl doing in the picture?”
Oral Language
Development
Conversation Pictures
Gives a description of a
picture in the absence of a
specific prompt. “Tell me
about this picture.”
Oral Language
Development
Conversation Pictures
It is recognized that children are in a sensitive period for learning x
language between the ages of birth and six years old. The goal of
language at this early level is to encourage vocabulary development
and confidence. Young children are encouraged to ask questions. A
very young toddler will typically ask one or two word questions
combined with pointing and other body language gestures. As a young
child’s vocabulary continues to grow, they will become more specific
with their questions and ask for objects by their names.
It is recognized that children are in a sensitive period for learning x
language between the ages of birth and six years old. The goal of
language at this early level is to encourage vocabulary development
and confidence. Young children are encouraged to ask questions. A
very young toddler will typically ask one or two word questions
combined with pointing and other body language gestures. As a young
child’s vocabulary continues to grow, they will become more specific
with their questions and ask for objects by their names.
The goal of the Montessori Language area is to support the child’s
natural process for acquiring and perfecting language. For the young
child, language is something to be discovered and created rather than
learned. Adults can support this natural development by providing
language rich environments. Conversation pictures are a materials that
encourages conversation and extend a child’s use of language. The
pictures are typically of children and/or animals doing an activity. A
variety of open-ended questions are asked in order to initiate and
support conversation. These questions progress from “What is this a
picture of?” and “What are they doing in this picture?” to more
‘thinking’ questions such as “Where do you think they are?” “What
makes you thin that?”
The goal of the Montessori Language area is to support the child’s
natural process for acquiring and perfecting language. For the young
child, language is something to be discovered and created rather than
learned. Adults can support this natural development by providing
language rich environments. Conversation pictures are a materials that
encourages conversation and extend a child’s use of language. The
pictures are typically of children and/or animals doing an activity. A
variety of open-ended questions are asked in order to initiate and
support conversation. These questions progress from “What is this a
picture of?” and “What are they doing in this picture?” to more
‘thinking’ questions such as “Where do you think they are?” “What
makes you thin that?”
The goal of the Montessori Language area is to support the child’s
natural process for acquiring and perfecting language. For the young
child, language is something to be discovered and created rather than
learned. Adults can support this natural development by providing
Gives logical response to
‘thinking’ questions such as
“Where do you think they
are?” and “Why do you think
Pk1
Pk2
K
X
X
X
X
X
X
X
X
X
X
X
1st
2nd
3rd
4th
5th
6th
language rich environments. Conversation pictures are a materials that
encourages conversation and extend a child’s use of language. The
pictures are typically of children and/or animals doing an activity. A
variety of open-ended questions are asked in order to initiate and
support conversation. These questions progress from “What is this a
picture of?” and “What are they doing in this picture?” to more
‘thinking’ questions such as “Where do you think they are?” “What
makes you thin that?”
Picture Stories introduce young children to the concept that “talk” can
be written down in the form of words. Pictures are presented to the
child, and the child is asked to describe something the picture. The
Montessori Guide carefully repeats the child’s statement, with an
emphasis on each syllable sound. As each word is stated slowly, the
Montessori Guide writes the word down on a piece of paper. Then the
guide reads the statement, pointing to each word as it is read. The child
is then invited to “read” the statement as well.
Picture Stories introduce young children to the concept that “talk” can
be written down in the form of words. Pictures are presented to the
child, and the child is asked to describe something the picture. The
Montessori Guide carefully repeats the child’s statement, with an
emphasis on each syllable sound. As each word is stated slowly, the
Montessori Guide writes the word down on a piece of paper. Then the
guide reads the statement, pointing to each word as it is read. The child
is then invited to “read” the statement as well.
Picture Stories introduce young children to the concept that “talk” can
be written down in the form of words. Pictures are presented to the
child, and the child is asked to describe something the picture. The
Montessori Guide carefully repeats the child’s statement, with an
emphasis on each syllable sound. As each word is stated slowly, the
Montessori Guide writes the word down on a piece of paper. Then the
guide reads the statement, pointing to each word as it is read. The child
is then invited to “read” the statement as well.
Oral Language
Development
Picture Story
Oral Language
Development
Picture Story
Oral Language
Development
Picture Story
Oral Language
Development
Speaking in Phrases
and Short Sentences
Auditory
Discrimination
and Phonemic
Awareness
Auditory
Discrimination
and Phonemic
Awareness
Auditory
Discrimination
and Phonemic
Awareness
Rhyming; Singing
Songs
This type of activity often occurs at circle time and is used to assist in
memory development, and to encourage the child in developing
language by using fun, easy to remember rhymes and songs.
Rhyming; Singing
Songs
Rhyming; Discussion
Auditory
Discrimination
Rhyming; Reading
Books
that?”
Understand that “talk” can
be written down.
X
X
X
Reads dictated words from a
page.
X
X
X
Reads dictated words from a
page.
X
X
X
Use multi-word statement to
from logical phrases and
short sentence
Participate I n singing songs
X
This type of activity often occurs at circle time and is used to assist in
memory development, and to encourage the child in developing
language by using fun, easy to remember rhymes and songs.
Identifies and/or providing
rhyming words
X
Rhyming is an importance pre-reading skill. In this lesson student are
introduced to the concert of rhyming using language such as “Hat, Bat.
These word rhyme. “These, student are asked if they can provide more
rhyming words. After this introduction, adult and student notice when
they notice rhyming words throughout the classroom.
Rhyming is an importance pre-reading skill. In this lesson student
notices rhyming words in text that are read to them, or that read
Identifies and /or provides
rhyming words in
discussions
Identifies and /or provides
rhyming words when reading
X
and Phonemic
Awareness
Auditory
Discrimination
and Phonemic
Awareness
Auditory
Discrimination
and Phonemic
Awareness
Rhyming; Matching
objects
Auditory
Discrimination
and Phonemic
Awareness
Words and Sound
Games
Auditory
Discrimination
and Phonemic
Awareness
Naming object in the
environment
Auditory
Discrimination
and Phonemic
Awareness
Naming object in the
environment
Auditory
Discrimination
and Phonemic
Awareness
Naming object in the
environment
Words and Sound
Games
themselves in the classroom. Adult might prompt student to identify or
provide rhyming words related to the text, or student might do this on
their own.
Rhyming is an importance pre-reading skills. In this lesson, student
match objects with other objects with other objects that rhyme.
books
This activity often occurs in small group activities as well as at circle
time. This is yet another way to engage the child in a fun expression of
language; the encourage further speech development and a fuller
vocabulary, which ultimately encourage self-confidence within the
child. Word and sound games at this level involve rhyming and word
play.
This activity often occurs in small group activities as well as at circle
time. This is yet another way to engage the child in a fun expression of
language; the encourage further speech development and a fuller
vocabulary, which ultimately encourage self-confidence within the
child. Word and sound games at this level involve rhyming and word
play.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In this activity the child hears the names of
various objects pronounced and then hold then holds the object and
repeat the names. While a very young child works with the Montessori
guide, an older child works independently and with a partner to identify
all of the objects.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In this activity the child hears the names of
various objects pronounced and then hold then holds the object and
repeat the names. While a very young child works with the Montessori
guide, an older child works independently and with a partner to identify
all of the objects.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In this activity the child hears the names of
various objects pronounced and then hold then holds the object and
repeat the names. While a very young child works with the Montessori
Participates in word and
sound games (rhymes, word,
play, riddles, etc. ).
Matches two objects that
rhyme (such as shell and
bell).
Is able to identify provide
rhyming words in the context
of a game.
Works with a guide to name
various objects the basket.
X
Works with a guide to name
various objects in the basket.
X
Works with a guide to name
various objects in the basket.
Auditory
Discrimination
and Phonemic
Awareness
Naming object in the
environment
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Initial
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Initial
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Initial
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Ending
Sounds
guide, an older child works independently and with a partner to identify
all of the objects.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In this activity the child hears the names of
various objects pronounced and then hold then holds the object and
repeat the names. While a very young child works with the Montessori
guide, an older child works independently and with a partner to identify
all of the objects.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
Works with a partner to ask
and answer questions
regarding various objects in
the basket . “What is this?”
“It is an apple.”
Isolates the initial sound in
words when using more than
one object (all with the same
initial sound), on a mat.
Isolates the initial sound in
words when using more than
one object (all with the same
initial sound), on a mat.
Isolates the initial sound in
words when using objects
with more than one initial
sound in the environment.
Isolates the ending sound in
words while holding one
object in hand.
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Ending
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Ending
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Ending
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Middle
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Middle
Sounds
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
Isolates the ending sound in
words while using more than
one object (all with the same
ending sound), on mat.
Isolates the ending sound in
words when using objects
with more than one ending
sound, on a mat.
Isolates the ending sound in
words when using objects
with more than one ending
sound in the environment.
Isolates the middle sound in
words while holding one
object in hand.
Isolates the middle sound in
words when using more than
one object (all with the same
middle sound), on mat.
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Middle
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Middle
Sounds
Auditory
Discrimination
and Phonemic
Awareness
I Spy Game: Sound in
any Position
Auditory
Discrimination
and Phonemic
Awareness
Matching Word Sounds
to Pictures
Visual
Discrimination
Matching (Object to
Object)
Visual
Discrimination
Matching (Object to
Object)
Visual
Discrimination
Matching (Picture to
Object)
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. Phonemic awareness activities
involve listening and speaking, without visual representation of letter.
These skills are essential prerequisite skills for decoding (reading ) and
encoding (spelling) word . In Montessori classrooms the I Spy game
challenges students identify the initial, ending and middle sounds in
words with varying levels of visual and object in their environment. In
this lesson student are asked to isolate the initial sound in words.
The purpose of this activity is to help children develop their skills in
phonemic awareness. Phonemic awareness also includes the skills of
identifying, isolating and manipulating (blending, deleting,
segmenting) individual sounds in words. In this activity a word is
pronounced and the child identifies the corresponding pictures
depicting the word.
Visual Discrimination is necessary for the mechanics of seeing and
recognizing letter shapes and word patterns. It also involved the
training of the eyes for left to right tracking necessary for both writing
of the eyes for left
Visual Discrimination is necessary for the mechanics of seeing and
recognizing letter shapes and word patterns. It also involved the
training of the eyes for left to right tracking necessary for both writing
and reading. In this activity the child matches an object (real or replica)
to a picture of the object.
Visual Discrimination is necessary for the mechanics of seeing and
recognizing letter shapes and word patterns. It also involved the
Isolates the middle sound in
words when using more than
one middle sound, on a mat
Isolates the middle sound in
words when using object
with more than one middle
sound in the environment.
Isolates and pronounces a
sound from any position
(initial, middle, ending) in
words.
Matches a pronounced word
to a picture depicting the
word.
Matches corresponding
objects to each other.
Matches object to
corresponding pictures.
Matches picture to
corresponding objects.
Visual
Discrimination
Matching (Picture to
Picture)
Visual
Discrimination
Three Period lesson:
Object or Images
Visual
Discrimination
Matching Parts to
Whole
Visual
Discrimination
Patterning with Beads
Visual
Discrimination
Patterning with Beads
Visual
Discrimination
Patterning with Beads
training of the eyes for left to right tracking necessary for both writing
and reading. In this activity the child matches an object (real or replica)
to a picture of the object.
Visual Discrimination is necessary for the mechanics of seeing and
recognizing letter shapes and word patterns. It also involved the
training of the eyes for left to right tracking necessary for both writing
and reading. In this activity the child matches a picture of an object to a
corresponding picture of the object.
It is recognized that children are in a sensitive in a period for learning
language between that ages of birth and six year old. The goal of
language at this early level is to courage vocabulary development and
to develop reading and writing skills. Language development is not
limited to the language area of the classroom. Within a Montessori
classroom, there is a rich environment of language in the Sensorial,
Practical Life, and Cultural areas of the classroom, all of which play a
significant role in developing vocabulary and reading skills. The basic
introduction to language is done using the Montessori Three – Period
Lesson to introduce a child to different aspects of language. The Three
– Period Lesson has three stages to it: naming, recognition / awareness,
recall. So the first part of the lesson would include the naming of the
object or image: “ This is a tree;” the second part would ask the
question: “Can you show me the tree?” or, “Please show me the tree.”
This would include some other images so that the child would need to
pick out tree; the final phase is ‘test’ phase, where several images/
objects are placed together and the guide asks. “What is this?”
The skill of discriminating between parts and whole is associated with
pre – reading skills such as recognition of letter and words. In the
activity the child arranges parts to form a whole.
In this activity the child is presented with a pattern template of beads
arranged in a specific sequences. The child works with beads and
arranges them in the same sequence as seen on the pattern template.
Children initially work independently with this material. As they
progress they may choose to work with a partner, at which point they
will take turns creating original patterns and following the other child’s
pattern. The primary purpose of this activity I to support the
development of logical thinking skills that will help prepare the mind
for reading comprehension.
In this activity the child is presented with a pattern template of beads
arranged in a specific sequences. The child works with beads and
arranges them in the same sequence as seen on the pattern template.
Children initially work independently with this material. As they
progress they may choose to work with a partner, at which point they
will take turns creating original patterns and following the other child’s
pattern. The primary purpose of this activity I to support the
development of logical thinking skills that will help prepare the mind
for reading comprehension.
In this activity the child is presented with a pattern template of beads
arranged in a specific sequences. The child works with beads and
arranges them in the same sequence as seen on the pattern template.
Children initially work independently with this material. As they
Matches corresponding
picture to each other.
Demonstrates vocabulary
growth by identifying and
naming numerous objects or
images through Three Period
Lessons.
Matches the individual parts
to the whole to complete a
picture.
Correctly sequences the
beads to match the pattern
given.
X
X
Works with a partner to
create sequences for each to
pattern with the beads.
Correctly sequences the
picture cards to match the
pattern given.
X
X
X
X
X
X
X
Visual
Discrimination
Patterning with Beads
Visual
Discrimination
Patterning with Beads
Visual
Discrimination
Alphabet Roll (Letter
Mapping)
Visual
Discrimination
Figure Ground
Activities
Visual
Discrimination
What’s Missing?
Concept
Development
Sequencing a Story
with Pictures
progress they may choose to work with a partner, at which point they
will take turns creating original patterns and following the other child’s
pattern. The primary purpose of this activity I to support the
development of logical thinking skills that will help prepare the mind
for reading comprehension.
In this activity the child is presented with a pattern template of beads
arranged in a specific sequences. The child works with larger versions
of the same sequence as seen on the pattern template. Children initially
work independently with this material. As they progress they may
choose to work with a partner, at which point they will take turns
creating original patterns and following the other child’s pattern. The
primary purpose of this activity I to support the development of logical
thinking skills that will help prepare the mind for reading
comprehension.
In this activity the child is presented with a pattern template of beads
arranged in a specific sequences. The child works with larger versions
of the same sequence as seen on the pattern template. Children initially
work independently with this material. As they progress they may
choose to work with a partner, at which point they will take turns
creating original patterns and following the other child’s pattern. The
primary purpose of this activity I to support the development of logical
thinking skills that will help prepare the mind for reading
comprehension.
Visual Discrimination is necessary for the mechanics of seeing and
recognizing letter shapes and word patterns. In this activity, the child
refines their visual discrimination skills by matching individual letters
to an ‘alphabet roll’ on a mat.
Development of figure ground perception is an important pre-reading
skill. Figure ground perception is the ability to pick out a specific
object, shape or symbol without being distracted or confused by it’s
immediate surroundings. This skill is necessary for picking out letter in
a word, words in a sentence, or sentences on a page. In these activities
children work with materials to develop their figure ground perception.
Development of Visual sense is part of the preparation for reading and
writing. In this activity, the child uses attention to detail and visual
memory to notice missing elements within a set. The child observes a
box of objects. The child enjoys the challenge of recalling the missing
item. There are many variations on this activity that range from
working with objects, pictures and even students (Children sit in the
ring with eyes closed, teacher taps one who quietly leaves the room.)
This activity involves a set of picture cards which when put in order
will tell a story. In the initial presentation the child observes as the
guide ponders each of the cards and their place in the “story.” Once the
guide has decided on the “beginning” card “middle” cards and
“ending” card, the guide tells the story depicted in the pictures. The
cards are then mixed up and the child is invited to re-order the cards in
sequence and tell the story themselves. As the child progresses at this
work the level of difficulty is increased by mixing the cards of two
separate stories. The primary purpose of this activity is to support the
Correctly sequences the
picture cards to match the
pattern given.
X
X
X
X
X
X
X
X
X
X
X
Works with a partner to
create sequences for each
other to pattern.
Matches lower case and
upper case letters of the
alphabet by placing
corresponding letters next to
each other.
Demonstrates figure ground
perception by locating a
shape or object surrounded
by other shapes or objects/
Notices the missing object
from the set.
X
X
X
X
Arranges the pictures in the
correct sequence to tell a
story.
X
X
X
X
X
Concept
Development
Sequencing a Story
with Pictures
Concept
Development
Matching Opposites
with Pictures
Concept
Development
Matching Opposites
with Pictures
Concept
Development
Classified/Sorting
Objects
Concept
Development
Classified/Sorting
Objects
development of thinking skills that will help prepare the mind for
reading comprehension.
This activity involves a set of picture cards which when put in order
will tell a story. In the initial presentation the child observes as the
guide ponders each of the cards and their place in the “story.” Once the
guide has decided on the “beginning” card “middle” cards and
“ending” card, the guide tells the story depicted in the pictures. The
cards are then mixed up and the child is invited to re-order the cards in
sequence and tell the story themselves. As the child progresses at this
work the level of difficulty is increased by mixing the cards of two
separate stories. The primary purpose of this activity is to support the
development of thinking skills that will help prepare the mind for
reading comprehension.
In this activity the child is presented with objects and/or pictures that
are opposite. The child examines the items and determines which items
form “opposite” pairs. The child arranges the pairs adjacent to each
other on a mat. The next step in the activity is for the child to explain
the opposite relationship between the two items. For example, the child
might pair a picture of an open box with a picture of a closed box and
explain the opposite relationship of “open/closed.” The pairs reflect a
variety of “opposite” relationships such as big/little, up/down,
open/closed, and cold//hot. The primary purpose of this activity is to
support the development of thinking skills that will help prepare the
mind for reading comprehension.
In this activity the child is presented with objects and/or pictures that
are opposite. The child examines the items and determines which items
form “opposite” pairs. The child arranges the pairs adjacent to each
other on a mat. The next step in the activity is for the child to explain
the opposite relationship between the two items. For example, the child
might pair a picture of an open box with a picture of a closed box and
explain the opposite relationship of “open/closed.” The pairs reflect a
variety of “opposite” relationships such as big/little, up/down,
open/closed, and cold//hot. The primary purpose of this activity is to
support the development of thinking skills that will help prepare the
mind for reading comprehension.
The primary purpose of this material is to help the child begin to see
objects as being part of different categories while learning new
vocabulary. The students are first challenged to identify and name the
images represented on the cards within the three period lesson format.
After they have mastered the vocabulary for the objects, they are asked
to sort the objects in groups. For example, there will be sets of animals,
clothing, and so on.
The primary purpose of this material is to help the child begin to see
objects as being part of different categories while learning new
vocabulary. The students are first challenged to identify and name the
images represented on the cards within the three period lesson format.
After they have mastered the vocabulary for the objects, they are asked
to sort the objects in groups. For example, there will be sets of animals,
clothing, and so on.
Arranges the pictures in the
correct sequence and retells
the story depicted in the
pictures.
Matches each card with its
opposite.
X
X
X
X
X
X
X
X
X
X
X
Explains the “opposite”
relationships in the pictures.
Identifies and names various
objects through three period
lessons.
X
X
X
X
X
Sorts objects into various
groups.
X
X
X
X
X
Concept
Development
Classified/Sorting
Cards
Concept
Development
Classified/Sorting
Cards
Concept
Development
Go Together Objects
and Pictures
Concept
Development
Go Together Objects
and Pictures
Speaking and
Listening
Questioning Game
In this activity the child is presented with large “category” picture
cards and a variety of smaller cards of items that belong in the
individual categories. The child examines the individual picture cards
and determines which category it belongs to. The child arranges the
cards on a mat. An example large category picture card would be of a
“kitchen”. The smaller picture cards corresponding to the “kitchen”
category would be items such as a spoon, stove, refrigerator, sink,
cupboards. Initial work involves the child sorting cards between two
categories. As they progress they will sort cards between four
categories at once. The primary purpose of this activity is to support
the development of logical thinking skills that will help prepare the
mind for reading comprehension.
In this activity the child is presented with large “category” picture
cards and a variety of smaller cards of items that belong in the
individual categories. The child examines the individual picture cards
and determines which category it belongs to. The child arranges the
cards on a mat. An example large category picture card would be of a
“kitchen”. The smaller picture cards corresponding to the “kitchen”
category would be items such as a spoon, stove, refrigerator, sink,
cupboards. Initial work involves the child sorting cards between two
categories. As they progress they will sort cards between four
categories at once. The primary purpose of this activity is to support
the development of logical thinking skills that will help prepare the
mind for reading comprehension.
In this activity the child is presented with objects and/or pictures that
“go together” pairs. The child arranges the pairs from left to right on a
mat. The next step in the activity is for the child to explain the
relationship between the two items. For example, the child might pair
of a picture of an orange with a picture of a glass of orange juice and
explain that orange with a picture of a glass of orange juice and explain
that orange juice comes from an orange. The pairs reflect a variety of
“go together” relationships such as lock/key, whole carrot/sliced carrot,
bee hive/bee, and chicken/egg. The primary purpose of this activity is
to support the development of logical thinking skills that will help
prepare the mind for reading comprehension/
In this activity the child is presented with objects and/or pictures that
“go together” pairs. The child arranges the pairs from left to right on a
mat. The next step in the activity is for the child to explain the
relationship between the two items. For example, the child might pair
of a picture of an orange with a picture of a glass of orange juice and
explain that orange with a picture of a glass of orange juice and explain
that orange juice comes from an orange. The pairs reflect a variety of
“go together” relationships such as lock/key, whole carrot/sliced carrot,
bee hive/bee, and chicken/egg. The primary purpose of this activity is
to support the development of logical thinking skills that will help
prepare the mind for reading comprehension/
Questioning games can be done in small groups, at circle time, or
among a small group of children. The goal of these types of games is to
encourage further language development stimulate interest in having
more advanced conversational exchanges. Children are encouraged to
Sorts cards between two
groups accordingly.
X
X
X
Sorts cards into various
groups accordingly.
Arranges the pictures that
correspond to each other
base on a relationship
(orange with a glass of
orange juice, leaf with a tree,
candle with a birthday cake).
X
X
X
X
X
X
X
X
Explains the relationships
between the pictures.
X
X
Generates questions about a
shared topic using question
words.
X
X
Speaking and
Listening
Following Spoken
Directions
Speaking and
Listening
Following Spoken
Directions
Speaking and
Listening
Following Spoken
Directions
Speaking and
Listening
Listening to Stories:
Asking and Answering
Questions (Primary)
Speaking and
Listening
Listening to Stories:
Asking and Answering
Questions (Primary)
Speaking and
Listening
Listening to Stories:
Asking and Answering
Questions (Primary)
Speaking and
Listening
Listening to Stories:
Building Vocabulary
(Primary)
Speaking and
Listening
Listening to Stories:
Building Vocabulary
(Primary)
think beyond the initial question asked. For example, if students are
using wood as part of their works, some questions might be, “Where
did the wood come from?” “How did the wood become this shape?”
“Where was the wood before it came to my classroom?” “How did it
get there?”
Children are given instructions that allow them to follow simple to
complex directions according to their level of development; this
experience continues throughout all programs in Montessori schools.
Children are given instructions that allow them to follow simple to
complex directions according to their level of development; this
experience continues throughout all programs in Montessori schools.
Children are given instructions that allow them to follow simple to
complex directions according to their level of development; this
experience continues throughout all programs in Montessori schools.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
Follows oral instructions.
X
X
X
X
X
Follows simple one-to twostep commands given orally.
X
X
X
X
R
X
X
X
Follows complex three- to
five-step commands given
orally.
Is engaged while listening to
a story.
After listening to a story,
confirms understanding by
asking or answering simple
questions about general
aspects of the story.
X
X
X
X
X
X
X
X
After listening to a story,
asks and answers questions
about key details.*
Uses words or phrases
learned from stories or
classroom conversations in
everyday speech.
Uses word or phrases learned
from stories or classroom
conversations and uses
words such as “because” to
X
X
X
X
X
X
X
X
X
R
R
R
R
Speaking and
Listening
Listening to Stories:
Building Vocabulary
(Primary)
Speaking and
Listening
Listening to Stories:
Asking and Answer
Questions (Lower
Elementary)
Speaking and
Listening
Listening to Stories:
Asking and Answer
Questions (Lower
Elementary)
Speaking and
Listening
Listening to Stories:
Vocabulary (Lower
Elementary)
Speaking and
Listening
Listening to Stories:
Vocabulary (Lower
Elementary)
Speaking and
Listening
Listening to Stories:
Main Ideas and
Summaries (Lower
Elementary)
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
explain their thoughts on the
topic at hand.*
Uses adjectives and adverbs
learned from texts or
classroom activities in
speech.*
After listening to a story,
confirms understanding by
asking or answering simple
questions about general
aspects of the story.*
X
X
After listening to a story,
asks and answers questions
about key details.
Uses words or phrases
learned from stories or
classroom conversations in
everyday speech.*
Uses words or phrases
learned from stories of
classroom conversations and
uses words such as
“because” to explain their
thoughts on the topic at
hand.
After listening to a story,
retells or describes key
details.
X
X
X
X
X
Speaking and
Listening
Listening to Stories:
Main Ideas and
Summaries (Lower
Elementary)
Speaking and
Listening
Listening to Stories:
Main Ideas and
Summaries (Lower
Elementary)
Speaking and
Listening
Listening to Stories:
Main Ideas and
Summaries (Lower
Elementary)
Speaking and
Listening
Listening to Stories:
Main Ideas and
Summaries (Upper
Elementary)
Speaking and
Listening
Listening to Stories:
Main Ideas and
Summaries (Upper
Elementary)
Speaking and
Listening
Formal and informal
conversation Skills
(primary)
Formal and informal
conversation Skills
(primary)
Formal and informal
conversation Skills
Speaking and
Listening
Speaking and
Listening
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
This activity often occurs at circle time, but it can occur at other times
in the classroom too. Stories that are based in reality (true or fiction)
are told to large, or small groups or individual students. These stories
are told with the purposes of promoting visualizing and imaginative
thinking in children, listening to these stories also helps children
develop the habit of listening to an oral presentation, encourages
thinking about plot (characters, setting, events) and helps enrich their
vocabulary.
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
After listening to a story,
determines the main ideas
and supporting details.
X
After listening to a story, can
paraphrase portions of the
story.*
X
After listening to a story, can
provide a writer or oral
summary.*
X
After listening to a story,
determines the main ideas
and supporting details.*
X
After listening to a story, can
provide a writer or coal
summry.*
Continues a conversation
through natural turn taking in
speaking.
Speaks in complete
sentences, when necessary
for the task and situation,*
Continues conversation
through natural turn taking
X
X
X
X
X
X
X
X
(primary)
formal dialogue and conduct interviews
Formal and informal
conversation Skills
(lower elementary)
Formal and informal
conversation Skills
(lower elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Formal and informal
conversation Skills
(lower elementary)
Formal and informal
conversation Skills
(lower elementary)
Formal and informal
conversation Skills
(lower elementary)
Formal and informal
conversation Skills
(lower elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Speaking and
Listening
Formal and informal
conversation Skills
(Upper elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Speaking and
Listening
Formal and informal
conversation Skills
(Upper elementary)
Story Telling (primary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn how to engage in informal and
formal dialogue and conduct interviews
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Speaking and
Listening
Speaking and
Listening
Speaking and
Listening
Speaking and
Listening
Speaking and
Listening
Speaking and
Listening
Speaking and
Listening
Story Telling (primary)
Speaking and
Listening
Story Telling (primary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
and links comments or
questions to other people`s
comment.*
Continues conversation
through natural turn taking in
speaking.*
Continues conversation
through natural turn taking
and links comments or
questions to other people`s
comment.
Conduct an interviews.
X
Speaks in couple sentences,
when necessary for the tasks
and situation.
Compares various styles and
uses of English (formal and
informal/ spoken and writer)
Determines and uses the
appropriate styles of speech
language (informal and
formal) depending on the
tasks and situation.*
Determines and uses the
appropriate styles of speech
language (informal and
formal) depending on the
tasks and situation.*
Maintains specific styles
while speaking.
Tells stories in logical
sequence.
X
X
X
When telling stories
describes familiar people
places, thing and events.
Provides additional details
with prompts. Speaks
audibly and expresses ideas
clearly.
When telling stories
describes familiar people
places, thing and events.
Provides additional details
with prompts. Speaks
audibly and expresses ideas
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
R
R
R
clearly.
Speaking and
Listening
Story Telling (primary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(lower
elementary).
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(lower
elementary).
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(lower
elementar
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(lower
elementar
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(lower
elementar
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(lower
elementar
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
When telling stories, uses
appropriate facts and
relevant, descriptive details.
Speaks audibly in complete
sentences.*
When telling stories,
describes familiar people,
places, things and events.
Provide additional details
with prompts. Speaks
audibly and expresses ideals
clearly.*
When telling stories,
describes people, places,
things and event with
relevant details. Expresses
ideas clearly and uses
complete sentences.
When telling stories uses
appropriate facts and
relevant, descriptive details.
Speaks audibly in complete
sentences.
When telling stories uses
appropriate facts and
relevant, descriptive details.
Speaks audibly in complete
sentences and at an
appropriate pace.
When telling stories uses
appropriate facts and
relevant, descriptive details,
organized to support a
theme. Speaks audibly in
complete sentences and at an
appropriate pace. Uses a tone
and styles that is appropriate
for the tasks.*
When telling stories uses
appropriate facts and
relevant, descriptive details,
organized to support a
theme. Speaks audibly in
complete sentences and at an
appropriate pace. Uses a tone
and styles that is appropriate
for the tasks.*
X
X
X
X
X
X
X
Speaking and
Listening
Story Telling(upper
elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(upper
elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Story Telling(upper
elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Speaking and
Listening
Reciting from Memory
(primary)
Speaking and
Listening
Reciting from Memory
(Lower elementary)
Speaking and
Listening
Reciting from Memory
(Lower elementary)
Speaking and
Listening
Reciting from Memory
(Upper elementary)
Speaking and
Listening
Reciting from Memory
(Upper elementary)
Speaking and
Listening
Sharing News (primary)
Speaking and
Listening
Sharing News (primary)
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Individual expression is encourage and nurtured in the Montessori
classroom. In this lesson children learn and practice the skills needed to
become proficient storytellers.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
When telling stories uses
appropriate facts and
relevant, descriptive details,
organized to support a
theme. Speaks audibly in
complete sentences and at an
appropriate pace.*
When telling stories uses
appropriate facts and
relevant, descriptive details,
organized to support a
theme. Speaks audibly in
complete sentences and at an
appropriate pace. Uses a tone
and styles that is appropriate
for the tasks.
When telling stories uses
appropriate facts and
relevant, descriptive details,
organized to support a
theme. Speaks audibly in
complete sentences and at an
appropriate pace. Uses a tone
and styles that is appropriate
for the tasks.
Recites short poems, songs,
and rhymes from memory.
X
X
X
X
X
X
Recites short poems, songs,
and rhymes from memory.
X
X
X
Recites a part in play.
X
X
X
Recites longer poems, songs,
and rhymes from memory.
X
X
X
Recites a dramatic part in a
play.
X
X
X
Is able to express ideas
logically, succinctly, and
politely.
X
X
X
Speaks audibly and
expresses ideas and feelings
clearly, but not consistently
in complete sentences.
X
X
X
Speaking and
Listening
Sharing News (primary)
Speaking and
Listening
Sharing News (primary)
Speaking and
Listening
Sharing News (Lower
elementary )
Speaking and
Listening
Sharing News (Lower
elementary )
Speaking and
Listening
Sharing News (Lower
elementary )
Speaking and
Listening
Sharing News (Lower
elementary )
Speaking and
Listening
Presenting Spoken
Information (Lower
Elementary)
Speaking and
Listening
Presenting Spoken
Information (Lower
Elementary)
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for sharing news verbally to group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
Describes familiar people,
places, things or events.
With prompting provides
additional detail.
X
X
Describes familiar people,
places, things or events.
Provides additional details
without prompting.*
X
Is able to express ideas
logically, succinctly, and
politely.
X
Speaks audibly and
expresses ideas and feelings
clearly, but not consistently
in complete sentences.*
Describes people, places,
things and event with
relevant details expressing
ideas and feeling clearly
Tells a story or recounts an
experience using coherent
sentence. Includes relevant
facts and descriptive details.
Reports about a topic or text,
tells a story, or about an
experience with relevant
facts and descriptive details,
Speaks clearly at an
understandable pace and
uses complete sentences.
Reports about a topic or text
or present an opinion
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
X
X
X
X
X
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
Speaking and
Listening
Presenting Spoken
Information (Lower
Elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
Speaking and
Listening
Presenting Spoken
Information (Lower
Elementary)
Speaking and
Listening
Presenting Spoken
Information (Upper
Elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
Speaking and
Listening
Presenting Spoken
Information (Upper
Elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
Speaking and
Listening
Presenting Spoken
Information (Upper
Elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
Speaking and
Listening
Presenting Spoken
Information (Upper
Elementary)
Individual expression is encourage and nurtured in the Montessori
classroom. Children are giver lesson on: how to speaks in group: how
to get someone`s attention to be able to speaks with them: and how to
logically request or explain something. Opportunities occur throughout
the child`s day to engage in this activity. In this lesson children learn
the skills necessary for presenting information (essay, report, ideas, etc)
orally to a group or individuals.
details to support main ideas
or themes. Speaks clearly at
an understandable pace.*
Delivers well-organized oral
reports.*
Reports about a topic or text
or present an opinion
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main ideas
or themes. Speaks clearly at
an understandable pace.*
Reports about a topic or text
or present an opinion
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main ideas
or themes. Speaks clearly at
an understandable pace.*
Reports about a topic or text
or present an opinion
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main ideas
or themes. Speaks clearly at
an understandable pace.
Reports about a topic or text
or present an opinion
sequencing ideas logically
and using appropriate facts
and relevant, descriptive
details to support main ideas
or themes. Speaks clearly at
an understandable pace.
Reports about a topic or text,
tells a story, or about an
experience with relevant
facts and descriptive details.
Speaks clearly at an
understandable pace.*
X
X
X
X
X
X
X
X
Letter Sounds
Sandpaper Letters
(Lower case)
Letter Sounds
Sandpaper Letters
(Lower case)
Letter Sounds
Sandpaper Letters
(Lower case)
Letter Sounds
Sandpaper Letters
(Lower case)
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
Feels the sandpaper letter
using a light, continuous
movement of the index and
middle fingers of the
dominant hand.
X
X
X
Makes the corresponding
sound for individual letters.
X
X
X
Makes the corresponding
sound for the individual
letters: c,r,I,,p
X
X
X
X
X
Makes the corresponding
sound for the individual
letters: b, f, o, g
X
Letter Sounds
Sandpaper Letters
(Lower case)
Letter Sounds
Sandpaper Letters
(Lower case)
Letter Sounds
Sandpaper Letters
(Lower case)
Letter Sounds
Sandpaper Letters
(Lower case)
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
Makes the corresponding
sound for the individual
letters: h, j, u, i.
X
X
X
Makes the corresponding
sound for the individual
letters: d, w, e, n.
X
X
X
Makes the corresponding
sound for the individual
letters: d, w, e, n.
X
X
X
Makes the corresponding
sound for the individual
letters: k, q, v, x, y, z,
X
X
X
Letter Sounds
Sandpaper Letters
(Lower case)
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
The Sandpaper letters are a series of alphabet letter in either cursive or
manuscript from, which have a rough feel to them so as to stimulate the
child`s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sound are presented on red and
consonants on a blue background. The child is shown how to trace the
letter using two fingers. The index and middles finger of the child`s
dominant hand. Once the letter has been traced, the sound of the letters
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to from the letter, it also helps the
child internalize and remember the sound of each letter symbol. In this
activity the child is introduced to the lower –case sandpaper letters and
their corresponding sounds.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
Makes the corresponding
sound for all 26 individual
letters.
X
X
X
Pronounces the name of an
object and matches it to the
corresponding sandpaper
letter based on the initial
sound of the object.
X
X
X
Pronounces the name of an
object and matches it to the
corresponding sandpaper
letter based on the initial
sound of the object.: s, m, a,
t.
X
X
X
Pronounces the name of an
object and matches it to the
corresponding sandpaper
letter based on the initial
sound of the object :.c, r, i, p.
X
X
X
Pronounces the name of an
object and matches it to the
corresponding sandpaper
X
X
X
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
Letter Sounds
Sandpaper Letters
(Lower case) and
Objects
Letter Sounds
Beginning Sound
Sorting Pictures
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child builds their auditory sense by connecting the
sandpaper letters and their corresponding sounds to actual objects.
Initially, the child begin with that letter sound. For example, the
sandpaper letters “b” might have the corresponding object of a balls,
books, bike, and boat. The child first makes the sound of the sandpaper
letter, and then names the corresponding object m, understanding that
they all start with the ‘buh’ second. As the child progresses with this
works they sort mixed objects beginning with multiple sounds to their
ability to hear the initial sound in word and match it to the appropriate
symbols.
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
letter based on the initial
sound of the object :.b, f, o,
g.
Pronounces the name of an
object and matches it to the
corresponding sandpaper
letter based on the initial
sound of the object :.h, j, u, i.
X
X
X
Pronounces the name of an
object and matches it to the
corresponding sandpaper
letter based on the initial
sound of the object :.d, w, e,
n.
X
X
X
Pronounces the name of an
object and matches it to the
corresponding sandpaper
letter based on the initial
sound of the object :.k, q, v,
x, y, z.
X
X
X
Pronounces the name of an
object and matches it to the
corresponding sandpaper
letter based on the initial
sound of the object. Is able
to complete all 26 of the
object-letter matches.
X
X
X
Pronounces the initial sound
of the picture on the card,
then matches the card to the
X
X
X
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
Letter Sounds
Letter Sounds
Beginning Sound
Sorting Pictures
Beginning Sound
Sorting Pictures
Letter Sounds
Beginning Sound
Sorting Pictures
Letter Sounds
Beginning Sound
Sorting Pictures
Letter Sounds
Beginning Sound
Sorting Pictures
Letter Sounds
Beginning Sound
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their auditory sense and
corresponding letter for the
initial sound.
Comes up with their own
words that start with the
letter on the card.
X
X
X
Pronounces the initial sound
of the picture on the card,
then matches the card to the
corresponding letter for the
initial sound: s, m, a, t.
X
X
X
Pronounces the initial sound
of the picture on the card,
then matches the card to the
corresponding letter for the
initial sound: c, r, I, p.
X
X
X
Pronounces the initial sound
of the picture on the card,
then matches the card to the
corresponding letter for the
initial sound: b, f, o, g.
X
X
X
Pronounces the initial sound
of the picture on the card,
then matches the card to the
corresponding letter for the
initial sound: h, j, u, l.
X
X
X
Pronounces the initial sound
X
X
X
Sorting Pictures
Letter Sounds
Beginning Sound
Sorting Pictures
Letter Sounds
Beginning Sound
Sorting Pictures
Letter Sounds
Beginning Sound the
‘X’ Out Game (What
Sound Does Not
Belong?)
Letter Sounds
Sandpapers Letters
(Capitals)
Letter Sounds
Sandpapers Letters
(Capitals)
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their auditory sense and
letter sound knowledge by matching pictures to the letter
corresponding to their initial sound. The child works with groups of
letters arranged on a mat. They then pronounce the name of the object
in the pictures and place the picture beneath it’s corresponding letter.
The child continues until all of the pictures over and seeing if they
match the main letter (correct matches will have the same color or
symbol on the back).
In this activity the child continues to build their phonemic awareness as
they examine sets of 4 pictures arranged beneath a letter. Three of the
four pictures begin with the sound represented by the letter at the top of
the card, one of the pictures does not. The child says the name of each
object out loud and indicates which one does not belong by placing an
‘X’ on it.
The Sandpaper Letters are a series of alphabet letters in either cursive
or manuscript form, which have a rough feel to them so as to stimulate
the child’s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sounds are presented on red
and consonants on a blue background. The child is shown how to trace
the letter using two fingers, the index and middle finger of the child’s
dominant hand. Once the letter has been traced, the sound of the letter
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to form the letter, it also helps the
child internalize and remember the sound of each letter symbol.
The Sandpaper Letters are a series of alphabet letters in either cursive
or manuscript form, which have a rough feel to them so as to stimulate
the child’s sense of touch and to assist in the development of sound
recognition and writing. Usually, vowel sounds are presented on red
and consonants on a blue background. The child is shown how to trace
the letter using two fingers, the index and middle finger of the child’s
dominant hand. Once the letter has been traced, the sound of the letter
is said. Tracing the letter and associating it with the letter sound both
prepares the hand and the mind for future writing. The muscle memory
goes beyond just a memory of how to form the letter, it also helps the
of the picture on the card,
then matches the card to the
corresponding letter for the
initial sound: d, w, e, n.
Pronounces the initial sound
of the picture on the card,
then matches the card to the
corresponding letter for the
initial sound: k, q, v, x, y, z.
X
X
X
Pronounces the initial sound
of the picture on the card,
then matches the card to the
corresponding letter for the
initial sound Is able to match
all of the cards.
X
X
X
Identifies the pictures with
the initial sound that is
different from the others in
the set.
X
X
X
Traces each of the twenty-six
capitals letters, associating
the letter with the sound it
represents.
X
X
X
X
Traces each of the twenty-six
capital letters, associating the
letter with its name.
X
X
X
R
child internalize and remember the sound of each letter symbol.
Letter Sounds
Sandpapers Letters
(Capitals and
Lowercase)
Letter Sounds
Alphabet Roll (Letter
and Sound Mapping)
Beginning
Handwriting
Chalk Board (Unlined):
Free Drawing
Beginning
Handwriting
Metal Insets: Single
Outline
Beginning
Handwriting
Metal Insets: Single
Outline
Beginning
Handwriting
Metal Insets: Single
Outline
This activity using the Sandpaper Letters develop the awareness of the
difference in formation between the capital and lower-case letters of
the alphabet. This is developed through both the tactile sense and the
kinesthetic movement in the formation of the letter.
In this activity the child matches individual letters to an ‘alphabet roll’
on a mat and pronounces the sound of the letter as they do so. The child
might match lower-case letters to capital letters or vice-versa.
This material is a basic chalkboard without any lines. The purpose of
this material in the toddler room is to build proper hold and control
over the writing instrument. In this activity the child is encouraged to
draw freely as the primary goal is not actual ‘writing’ at this stage.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
the initial activity, the child works to create a single outline of a shape.
The outlines created are filled in, first with lines drawn far apart, then
lines drawn close together, then a single continuous line and eventually
they will fill a single outline completely.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
the initial activity, the child works to create a single outline of a shape.
The outlines created are filled in, first with lines drawn far apart, then
lines drawn close together, then a single continuous line and eventually
they will fill a single outline completely.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
Pairs the sandpaper capitals
with the corresponding
lower-case letters.
X
X
X
X
X
X
X
X
X
Works with Metal Insets as
presented, creating a single
outline by tracing the frame.
X
X
X
X
Fills in single outline with
lines drawn far apart.
X
X
X
X
X
Matches letters of the
alphabet and pronounces
each letter sound.
Displays proper hold and
usage of the chalk, and
draws freely.
Fills in single outline with
lines drawn close together.
X
X
X
Beginning
Handwriting
Metal Insets: Single
Outline
Beginning
Handwriting
Metal Insets: Double
Outline
Beginning
Handwriting
Metal Insets: Double
Outline
side of the child while assisting in developing beautiful handwriting. In
the initial activity, the child works to create a single outline of a shape.
The outlines created are filled in, first with lines drawn far apart, then
lines drawn close together, then a single continuous line and eventually
they will fill a single outline completely.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
the initial activity, the child works to create a single outline of a shape.
The outlines created are filled in, first with lines drawn far apart, then
lines drawn close together, then a single continuous line and eventually
they will fill a single outline completely.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this initial activity the child creates a double outline by first drawing an
outline of the frame, and then placing the inset over the outline and
drawing it’s outline in a different color. A double outline is the result.
The double outlines created are filled in, first with lines drawn far
apart, the lines drawn close together, then a single continuous line and
eventually they will fill a double outline completely.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this initial activity the child creates a double outline by first drawing an
outline of the frame, and then placing the inset over the outline and
drawing it’s outline in a different color. A double outline is the result.
The double outlines created are filled in, first with lines drawn far
apart, the lines drawn close together, then a single continuous line and
Fills in single outline drawn
using a zigzag pattern in a
continuous line.
X
X
Works with Metal Insets as
presented, creating a double
outline by first drawing an
outline of the frame, and
then placing the inset over
the outline and drawing an
outline in a different color.
X
X
X
Fills in double outline with
lines drawn far apart.
X
X
X
X
X
eventually they will fill a double outline completely.
Beginning
Handwriting
Metal Insets: Double
Outline
Beginning
Handwriting
Metal Insets: Double
Outline
Beginning
Handwriting
Metal Insets: Turning
the Shape
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this initial activity the child creates a double outline by first drawing an
outline of the frame, and then placing the inset over the outline and
drawing it’s outline in a different color. A double outline is the result.
The double outlines created are filled in, first with lines drawn far
apart, the lines drawn close together, then a single continuous line and
eventually they will fill a double outline completely.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this initial activity the child creates a double outline by first drawing an
outline of the frame, and then placing the inset over the outline and
drawing it’s outline in a different color. A double outline is the result.
The double outlines created are filled in, first with lines drawn far
apart, the lines drawn close together, then a single continuous line and
eventually they will fill a double outline completely.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this activity the child creates a design by drawing an outline and then
rotating the inset or frame and drawing another outline. The child fills
in one outline with a single color, and fills in the non-overlapping parts
of the second outline with a second color. The child also works to
increase hand control as they learn to vary shading by varying the
pressure with which they color. This is demonstrated by designs that
Fills in double outline with
lines drawn close together.
X
X
Fills in double outline drawn
using a zigzag pattern or
colors.
X
X
X
X
Creates a design by turning
the shape and uses two
different colors to fill in.
X
X
R
Beginning
Handwriting
Metal Insets: Turning
the Shape
Beginning
Handwriting
Metal Insets: Turning
the Shape
Beginning
Handwriting
Metal Insets: Two
Contrasting Insets
are half light/half dark, as well as by designs that show a gradual
progression from light to dark or vice versa.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this activity the child creates a design by drawing an outline and then
rotating the inset or frame and drawing another outline. The child fills
in one outline with a single color, and fills in the non-overlapping parts
of the second outline with a second color. The child also works to
increase hand control as they learn to vary shading by varying the
pressure with which they color. This is demonstrated by designs that
are half light/half dark, as well as by designs that show a gradual
progression from light to dark or vice versa.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this activity the child creates a design by drawing an outline and then
rotating the inset or frame and drawing another outline. The child fills
in one outline with a single color, and fills in the non-overlapping parts
of the second outline with a second color. The child also works to
increase hand control as they learn to vary shading by varying the
pressure with which they color. This is demonstrated by designs that
are half light/half dark, as well as by designs that show a gradual
progression from light to dark or vice versa.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this activity the child creates a design with first one shape and then
rotating the inset or frame from a different shade and drawing another
Creates various shades of
colors when shading designs.
X
X
X
X
R
Demonstrates control of the
pencil when tracing an object
and creating designs.
X
X
X
X
X
Draws more advanced
designs using two or more
frames or insets.
X
X
X
R
Beginning
Handwriting
Metal Insets: Two
Contrasting Insets
Beginning
Handwriting
Push Pinning
Beginning
Handwriting
Tracing Name/picture
Beginning
Handwriting
Tracing Name/picture
Beginning
Handwriting
Sandpaper letter and the
sand tray.
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
outline. The child fills in one outline with a single color, and fills in the
non-overlapping parts of the second outline with a second color. The
child also works to increase hand control as they learn to vary shading
by varying the pressure with which they color. This is demonstrated by
designs that are half light/ half dark, as well as by designs that show a
gradual progression from light to dark or vice versa.
The Metal Insets (often pronounced by young children as the ‘metal
insects!”) are made of metal frames with metal inserts all of which are
specific geometric figures. The child is invited to do a variety of
activities with this material. The main aim of the materials is to
develop fine-motor control, particularly in preparation for pencil
control and, ultimately, to prepare the child for writing. This is a fun
activity because it involves tracing, drawing different types of lines or
creating designs and patterns that can be colored – all this as the child
progresses with the use of the material, which satisfies both the creative
side of the child while assisting in developing beautiful handwriting. In
this activity the child creates a design with first one shape and then
rotating the inset or frame from a different shade and drawing another
outline. The child fills in one outline with a single color, and fills in the
non-overlapping parts of the second outline with a second color. The
child also works to increase hand control as they learn to vary shading
by varying the pressure with which they color. This is demonstrated by
designs that are half light/ half dark, as well as by designs that show a
gradual progression from light to dark or vice versa.
The purpose of this activity is to build proper pencil grip and the fine
motor control necessary for writing. In this activity the child uses a
large pushpin to poke holes along a line in the form of a shape (shapes
could be from the metal insets, geometric cabinet, puzzle map, or leaf
cabinet). Completion of a pushpin activity requires much careful
concentration and patience. The pushpin creations are often displayed
in the classroom, or in a booklet or other project created by the child.
The purpose of this activity is to build proper pencil grip and fine
motor control necessary for writing. In this activity the child uses
tracing paper to draw over their printed name to work towards learning
how to write their owe name. This is a very exciting accomplishment
for the young child.
The purpose of this activity is to build proper pencil grip and fine
motor control necessary for writing. In this activity the child uses
tracing paper to draw over their printed name to work towards learning
how to write their owe name. This is a very exciting accomplishment
for the young child.
To support the child`s work with the sandpaper letters, the child is
show how to trace the letter that he/she is learning in fine sand, using
two fingers, the index and middle finger of the child`s dominant hand.
Once the letter have been traced, the sound of the letters said.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
Designs a longer pattern with
repeating shapes and shades.
X
X
X
Demonstrates control of the
pushpin when punching
holes into the paper that
correspond to a shape.
X
X
X
Demonstrate control the
pencil when tracing the letter
of their name.
X
X
X
Demonstrates control of the
pencil when tracing a simple
picture.
X
X
X
Traces letters in fine sand.
X
X
X
Writes families of letter with
similar shapes, first tracing
the sandpaper symbols.
X
X
X
X
R
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
Writes families of letter with
similar shapes, first tracing
the sandpaper symbols.
Beginning with a vertical
line: I, t, I, u, j.
X
X
X
Writes families of letter with
similar shapes, first tracing
the sandpaper symbols.
Beginning with a vertical
line: v, w, x, y, z, k.
X
X
X
Writes families of letter with
similar shapes, first tracing
the sandpaper symbols.
Involving a “c” shapes: c, a,
d, g, q, o, e.
X
X
X
Writes families of letter with
similar shapes, first tracing
the sandpaper symbols.
Involving an “arch” to left :
s, f.
X
X
X
Writes families of letter with
similar shapes, first tracing
the sandpaper symbols.
Involving an “arch” to left: s,
f.
X
X
X
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
Beginning
Handwriting
Chalk Board (unlined)
and sandpaper Letter
families
Beginning
Handwriting
Chalk Board (unlined)
Letter families
Beginning
Handwriting
Chalk Board (Squares)
Letter families
Beginning
Handwriting
Chalk Board (Squares)
Letter families
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This material is a basic chalkboard without any lines. The use of this
material comes only after the child has had expensive work with the
Sandpaper Letter, thereby cementing the muscles motor memory, thus
allowing the child to reproduce the letter from. It is important that this
work be presented on a table, so that the child has good balances and
will, therefore, be able to have good control over the writing
instrument. In this initial activity, the sandpaper letter are used in
tender with the chalkboard. The progression of this activity is: the child
start off on a chalkboard. The progresses to one with squares, and then
finally moves to using the chalkboard with lines.
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
Writes families of letter with
similar shapes on an unlined
chalkboard. Involving
diagonal lines: v, w, x, y, z,
k.
X
X
Writes families of letter with
similar shapes on an unlined
chalkboard. Involving a “c”
shapes: c, a, d, g, q, o, e.
X
X
Writes families of letter with
similar shapes on an unlined
chalkboard. Involving an
“arch” to the right: r, m, n, h,
b, p.
X
X
Writes families of letter with
similar shapes on an unlined
chalkboard. Involving an
“arch” to the right: s, f.
X
X
Writes families of the letter
with similar shapes on a
chalkboard with squares .
Writes families of the letter
with similar shapes on a
X
X
X
X
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
chalkboard with squares .
beginning with a vertical
line: I, t, u, j.
Writes families of the letter
with similar shapes on a
chalkboard with squares .
involving diagonal lines: v,
w, x, y, z, k.
Writes families of the letter
with similar shapes on a
chalkboard with squares .
involving a “c” shapes: c, a,
d, g, q, o, e.
Writes families of the letter
with similar shapes on a
chalkboard with squares .
involving an “arch” to the
right: r, m, n, b, p.
Writes families of the letter
with similar shapes on a
chalkboard with squares .
involving an “arch” to the
left: s, f.
Writes families of the letter
with similar shapes on a
chalkboard with lines.
Writes families of the letter
with similar shapes on a
chalkboard with lines.
Beginning with a vertical
lines: I, t, l, u, j.
Writes families of letters
with similar shapes on a
chalkboard with squares.
Involving diagonal lines: V,
w, x, y, z, k.
Writes families of letters
with similar shapes on a
chalkboard with squares.
Involving a “c” shape: c, a,
d, g, q, o, e.
Writes families of the letter
with similar shapes on a
chalkboard with lines.
Beginning with a vertical
lines: I, t, l, u, j.
Writes families of letters
with similar shapes on a
chalkboard with squares.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Squares)
Letter families
Beginning
Handwriting
Chalk Board (Squares)
Letter families
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
This materials is a chalkboard with squares on it that serves as guides
for placement of letters. The use of this material comes after the child
has mastered writing letters on the unlined chalkboard.
Beginning
Handwriting
Chalk Board (Lines)
Letter families
This material is a chalkboard with wide lines on it. The use if this
material comes only after the child has mastered writing letters on the
chalkboard with squares.
Beginning
Handwriting
Chalk Board (Lines)
Letter families
This material is a chalkboard with wide lines on it. The use if this
material comes only after the child has mastered writing letters on the
chalkboard with squares.
Beginning
Handwriting
Chalk Board (Lines)
Letter families
This material is a chalkboard with wide lines on it. The use if this
material comes only after the child has mastered writing letters on the
chalkboard with squares.
Beginning
Handwriting
Chalk Board (Lines)
Letter families
This material is a chalkboard with wide lines on it. The use if this
material comes only after the child has mastered writing letters on the
chalkboard with squares.
Beginning
Handwriting
Chalk Board: Numbers
In this activity the child develops their ability to write numbers. They
are prepared for this activity once they have worked with the
Sandpaper Letters and the Sandpaper Numerals thereby cementing the
muscle motor memory, thus allowing the child to reproduce the
Involving diagonal lines: v,
w, x, y, z, k.
Writes families of letters
with similar shapes on a
chalkboard with squares.
Involving a “c” shape: c, a,
d, g, q, o, e.
Writes families of the letter
with similar shapes on a
chalkboard with squares.
Involving an “arch” to the
right: r, m, n, h, b, p.
Writes families of the letter
with similar shapes on a
chalkboard with squares.
Involving an “arch” to the
left: s, f.
Writes families of letters
with similar shapes on a
chalkboard with lines.
Writes families of letters
with similar shapes on a
chalkboard with lines.
Beginning with a vertical
line: I, t, l, u, j.
Writes families of letters
with similar shapes on a
chalkboard with lines.
Involving diagonal lines: v,
w, x, y, z, k.
Writes families of letters
with similar shapes on a
chalkboard with lines.
Involving a “c” shape: c, a,
d, g, q, o, e.
Writes families of letters
with similar shapes on a
chalkboard with lines.
Involving an “arch” to the
right: r, m, n, h, b, p.
Writes families of letters
with similar shapes on a
chalkboard with lines.
Involving an “arch” to the
left: s, f.
Traces numbers on a
chalkboard with no lines,
using sandpaper symbols.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Beginning
Handwriting
Chalk Board: Numbers
Beginning
Handwriting
Chalk Board: Numbers
Beginning
Handwriting
Chalk Board: Numbers
Beginning
Handwriting
Pencil and Paper:
Letters and Numbers
Beginning
Handwriting
Chalk Board with
Double Lines: Correct
Positioning of
Ascenders and
Descenders
Beginning
Handwriting
Chalk Board with
Double Lines: Correct
Positioning of
Ascenders and
Descenders
Beginning
Handwriting
Sorting and Writing
Ascending and
Descending Letters
number form. In the initial activity, the child writes numbers after first
referring to the sandpaper numerals. The progression of this activity is
the child starts off on a Chalkboard with no lines, progresses to one
with squares, and then finally moves to using the chalkboard with lines.
In this activity the child develops their ability to write numbers. They
are prepared for this activity once they have worked with the
Sandpaper Letters and the Sandpaper Numerals thereby cementing the
muscle motor memory, thus allowing the child to reproduce the
number form. In the initial activity, the child writes numbers after first
referring to the sandpaper numerals. The progression of this activity is
the child starts off on a Chalkboard with no lines, progresses to one
with squares, and then finally moves to using the chalkboard with lines.
In this activity the child develops their ability to write numbers. They
are prepared for this activity once they have worked with the
Sandpaper Letters and the Sandpaper Numerals thereby cementing the
muscle motor memory, thus allowing the child to reproduce the
number form. In the initial activity, the child writes numbers after first
referring to the sandpaper numerals. The progression of this activity is
the child starts off on a Chalkboard with no lines, progresses to one
with squares, and then finally moves to using the chalkboard with lines.
In this activity the child develops their ability to write numbers. They
are prepared for this activity once they have worked with the
Sandpaper Letters and the Sandpaper Numerals thereby cementing the
muscle motor memory, thus allowing the child to reproduce the
number form. In the initial activity, the child writes numbers after first
referring to the sandpaper numerals. The progression of this activity is
the child starts off on a Chalkboard with no lines, progresses to one
with squares, and then finally moves to using the chalkboard with lines.
Once the child has mastered writing letters and numbers using the
Chalk Board, thy progression to using pencil and paper. The initial
activities in writing with a pencil and paper focus on correct pencil grip
and coordination necessary to form individual letters and numbers.
This material is a basic chalkboard with double lines. This purpose of
this material is for students to learn and practice the proper positioning
of letters that are ascenders and descenders. Students first practice by
placing the small moveable alphabet pieces on a board, using the lines
as a guide for correct placement. After using the small moveable
alphabet, students write the letters on the board, again, working on
placing them correctly between the lines.
This material is a basic chalkboard with double lines. This purpose of
this material is for students to learn and practice the proper positioning
of letters that are ascenders and descenders. Students first practice by
placing the small moveable alphabet pieces on a board, using the lines
as a guide for correct placement. After using the small moveable
alphabet, students write the letters on the board, again, working on
placing them correctly between the lines.
This lesson helps the child visualize and internalize the specific
character of the various letters of the alphabet. If a letter has a line that
goes up, it is called an ascender, if the letter has a line that goes down,
it is called a descender.
Writes numbers on a
chalkboard with no lines.
X
X
X
Writes numbers on a
chalkboard with squares.
X
X
X
Writes numbers on a
chalkboard with lines.
X
X
X
Writes individual letters and
numbers with pencil and
paper.
X
X
Places letters of the Small
Moveable Alphabet between
double lines, correctly
positioning ascenders and
descenders.
X
X
X
Practices writing individual
letters with correct
placement of ascenders and
descenders.
X
X
X
Sorts letters of the Small
Moveable Alphabet into
three groups according to
ascenders (b, d, f, h, k, l, t)
X
X
X
R
Beginning
Handwriting
Sorting and Writing
Ascending and
Descending Letters
This lesson helps the child visualize and internalize the specific
character of the various letters of the alphabet. If a letter has a line that
goes up, it is called an ascender, if the letter has a line that goes down,
it is called a descender.
Beginning
Handwriting
Sorting and Writing
Ascending and
Descending Letters
Beginning
Handwriting
Picture Story Writing
Beginning
Handwriting
Picture Story Writing
Beginning
Handwriting
Transition to Moveable
Alphabet
This lesson helps the child visualize and internalize the specific
character of the various letters of the alphabet. If a letter has a line that
goes up, it is called an ascender, if the letter has a line that goes down,
it is called a descender.
This activity of picture story writing involves the child drawing a
picture and then dictating a sentence or two about the picture. They
observe as the guide writes spoken words onto the paper below their
drawing. The guide reads the words to the child while pointing at each
word. The child independently traces over each letter. Careful tracing
of individual letters requires concentration and patience. For this
reason, children feel proud of these creations and are eager to share
their work with others.
This activity of picture story writing involves the child drawing a
picture and then dictating a sentence or two about the picture. They
observe as the guide writes spoken words onto the paper below their
drawing. The guide reads the words to the child while pointing at each
word. The child independently traces over each letter. Careful tracing
of individual letters requires concentration and patience. For this
reason, children feel proud of these creations and are eager to share
their work with others.
In this activity, the child matches the sandpaper letters with
corresponding letters from the moveable alphabet. The moveable
alphabet is a wooden box
Beginning
reading: short
vowels
Large Moveable
Alphabet: building
words
Beginning
reading: short
vowels
Large Moveable
Alphabet: building
words
In this activity the child is introduced to building word with the
moveable alphabet. They first observe as their classroom guide
demonstrate the building of a phonetic word such as “can.” The guide
first says, the word , and then slowly build the word with the letter
from the moveable alphabet. The child is then invited to do the same,
and encourage to build their own phonetic words. Through this process
the child is furthering their phonemic awareness and beginning to
encode words.
In this activity the child is introduced to building word with the
moveable alphabet. They first observe as their classroom guide
demonstrate the building of a phonetic word such as “can.” The guide
first says, the word , and then slowly build the word with the letter
from the moveable alphabet. The child is then invited to do the same,
descenders (g, j, p, q, y) and
mid-height (a, c, e, m, n, o, r,
s, u, v, w, x, y, z); checks
own work by placing the
letters in rows on the lined
board.
Sorts the single-letter
Sandpaper Letters into three
groups according to
ascenders and descenders,
then writes the letters on
lined paper after tracing each
other.
Writes, on lined paper, all
twenty-six single letters after
tracing the corresponding
Sandpaper Letters.
Draws a picture and dictates
words to accompany the
picture. Traces the words
once they are written.
X
X
X
R
X
X
X
R
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Draws a picture and writes
words to accompany the
picture.
Matches each sandpaper
letter with the corresponding
letter from the Moveable
Alphabet.
After observing the guide
build a word, is able to build
the same word.
Independently builds words
phonetically using the Large
Moveable Alphabet.
Beginning
reading: short
vowels
Large Moveable
Alphabet: building
words (object/picture)
Beginning
reading: short
vowels
Large Moveable
Alphabet: building
words (object/picture)
Beginning
reading: short
vowels
Beginning to Decode
words with letter and
Words Cards
Beginning
reading: short
vowels
Beginning to Decode
words with letter and
Words Cards
Beginning
reading: short
vowels
Beginning to Decode
words with letter and
Words Cards
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short a)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short a)
and encourage to build their own phonetic words. Through this process
the child is furthering their phonemic awareness and beginning to
encode words.
In activity children works independently to build words corresponding
with actual with actual objects. They carefully place the wooden letter
next to the build each word. Each of the object names are three-letter
(consonant-vowel-consonant) phonetic words and include items such
as cat, box, cup, pig, pot, and fan.
In activity children works independently to build words corresponding
with actual with actual objects. They carefully place the wooden letter
next to the build each word. Each of the object names are three-letter
(consonant-vowel-consonant) phonetic words and include items such
as cat, box, cup, pig, pot, and fan.
These activities mark the beginning of true ‘reading’ as the child learns
to decode, or ‘breakdown’ words to read them. The initial activity
utilizes the sandpaper letters or letter cards to build 3 letter CVC
(consonant / vowel/ consonant) words such: man, cat, map, lap, and so
on. In this activity , the child observe as the Montessori guild builds
the words, sounding out each letter. The child is then asked to ‘read’
the word. The activity then progresses to the child being given single
word cards with printed CVC words on them to be sounded out. With
this process the child is decoding words and beginning to read.
These activities mark the beginning of true ‘reading’ as the child learns
to decode, or ‘breakdown’ words to read them. The initial activity
utilizes the sandpaper letters or letter cards to build 3 letter CVC
(consonant / vowel/ consonant) words such: man, cat, map, lap, and so
on. In this activity , the child observe as the Montessori guild builds
the words, sounding out each letter. The child is then asked to ‘read’
the word. The activity then progresses to the child being given single
word cards with printed CVC words on them to be sounded out. With
this process the child is decoding words and beginning to read.
These activities mark the beginning of true ‘reading’ as the child learns
to decode, or ‘breakdown’ words to read them. The initial activity
utilizes the sandpaper letters or letter cards to build 3 letter CVC
(consonant / vowel/ consonant) words such: man, cat, map, lap, and so
on. In this activity , the child observe as the Montessori guild builds
the words, sounding out each letter. The child is then asked to ‘read’
the word. The activity then progresses to the child being given single
word cards with printed CVC words on them to be sounded out. With
this process the child is decoding words and beginning to read.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as :bags, cab,
cat, hat, fan, man, mat, map, pan, rat,van.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
Build words corresponding
to objects whose name are
three-letter phonetic words
(cat, box, cup, pig, pot, fan)
X
X
X
X
Build words corresponding
to objects whose name are
three-letter phonetic words
(cat, box, cup, pig, pot, fan)
X
X
X
X
Is able to decode 3-letter
CVC words after observing
them be built.
X
X
X
Using prepared cards with
vowels and consonant is able
to sound out CVC words.
X
X
X
Using cards with vowels and
consonant is able to
independently build CVC
words.
X
X
X
Works independently to
match “short a” CVC words
with objects.
X
X
X
Works “short e” labels
independently based on the
individual objects/pictures.
X
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short i)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short i)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short i)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short i)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short i)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short o)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short o)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short o)
“short a” words the objects/picture might be of item such as :bed, egg,
hen, jet, net, peg, pen, pet, web.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : kid, pig,
pin, lid, six, bib, wig, zip.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : kid, pig,
pin, lid, six, bib, wig, zip.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : kid, pig,
pin, lid, six, bib, wig, zip.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : kid, pig,
pin, lid, six, bib, wig, zip.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : box, dog,
fox, hog, log, mop, ox, pot, top.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : box, dog,
fox, hog, log, mop, ox, pot, top.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : box, dog,
fox, hog, log, mop, ox, pot, top.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : box, dog,
fox, hog, log, mop, ox, pot, top.
Works independently to
match “short I” CVC words
with objects.
X
X
X
Works independently to
match “short I” CVC words
with picture.
X
X
X
X
X
Reads “short I” words cards
in the absence of
object/picture.
Writes “short I” labels
independently based on the
individual objects/pictures.
X
Works independently to
match “short o” words with
objects.
X
X
X
Works independently to
match “short o” words with
picture.
X
X
X
X
X
Reads “short o” word cards
in the absences of objects.
Writes “short o” labels
independently based on the
individual objects.
X
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short u)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short u)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short u)
Beginning
reading: short
vowels
Object Box 1:
Objects/picture to
words (short u)
Beginning
reading: short
vowels
Vowel tree (short vowel
sounds)
Beginning
reading: short
vowels
Vowel tree (short vowel
sounds)
Beginning
reading: short
Vowel tree (short vowel
sounds)
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : bug, bun,
bus, cub, cup, gum, jug, rug, sun.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : bug, bun,
bus, cub, cup, gum, jug, rug, sun.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : bug, bun,
bus, cub, cup, gum, jug, rug, sun.
The object Boxes include objects/picture that have a specific
consonant-vowel-consonant pattern, such that each sound in the word
is represented by one letter. The right side of rug. The child reads the
corresponding word card and places it next to the object or picture. For
“short a” words the objects/picture might be of item such as : bug, bun,
bus, cub, cup, gum, jug, rug, sun.
A vowel tree is a tree with the five vowel arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, words blends with short vowels. The activity starts by the guide
demonstrating the placement of one consonant letter, such as “m” in
front of the - -a and saying “ma”. The child then takes the letter and
repeat the steps. The child progresses from working with a limited
number of consonants, to working with a limited number of consonant
of their choosing. Once they feels confident with each of the initial
blends with the vowels, single consonant can added after the vowels to
form three letter CVC (consonant-vowel-consonant) words such as
“mat” “met” “mit” “mot” “mut”. The emphasis in this activity is the
practice of blending sound together and not on actual words formation.
A vowel tree is a tree with the five vowel arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, words blends with short vowels. The activity starts by the guide
demonstrating the placement of one consonant letter, such as “m” in
front of the - -a and saying “ma”. The child then takes the letter and
repeat the steps. The child progresses from working with a limited
number of consonants, to working with a limited number of consonant
of their choosing. Once they feels confident with each of the initial
blends with the vowels, single consonant can added after the vowels to
form three letter CVC (consonant-vowel-consonant) words such as
“mat” “met” “mit” “mot” “mut”. The emphasis in this activity is the
practice of blending sound together and not on actual words formation.
A vowel tree is a tree with the five vowel arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
Writes independently to
match “short u” words with
objects.
X
X
Writes independently to
match “short u” words with
picture.
X
X
Reads “short u” words cards
in the absence of objects.
X
Writes “short u” labels
independently based on the
individual objects.
X
Is able to blend selected
consonant with all five
vowel and makes the
corresponding phenolic
sounds.
X
X
Independently choses
consonant letter to blend and
is able to make the correct
phonetic sounds for all five
vowels.
X
X
Adds consonant letters after
the vowel to create CVC
X
X
vowels
Beginning
reading: Short
vowels
Large Moveable
Alphabet: Building
Words (short vowel
sounds)
Beginning
reading: Short
vowels
Large Moveable
Alphabet: Building
Words (short vowel
sounds)
Missing Letters
Beginning
reading: Short
vowels
Beginning
reading: Short
vowels
Missing Letters
Beginning
reading: Short
vowels
Words Lists (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Words Lists (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Words Lists (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Words Lists (Short
Vowel Sounds)
skill, words blends with short vowels. The activity starts by the guide
demonstrating the placement of one consonant letter, such as “m” in
front of the - -a and saying “ma”. The child then takes the letter and
repeat the steps. The child progresses from working with a limited
number of consonants, to working with a limited number of consonant
of their choosing. Once they feels confident with each of the initial
blends with the vowels, single consonant can added after the vowels to
form three letter CVC (consonant-vowel-consonant) words such as
“mat” “met” “mit” “mot” “mut”. The emphasis in this activity is the
practice of blending sound together and not on actual words formation.
In this activity the child uses the letters from the large moveable
alphabet to build CVC (consonant-vowel-consonant) words that
correspond with objects and/or pictures in the classroom.
In this activity the child uses the letters from the large moveable
alphabet to build CVC (consonant-vowel-consonant) words that
correspond with objects and/or pictures in the classroom.
In this activity students are presented with pictures and their
corresponding labels consisting of short CVC words. The labels are
missing letters; either the short vowel sound in the center, or a
consonant sound at the beginning or end of the word. The student
works to determine and write the missing letters.
In this activity students are presented with pictures and their
corresponding labels consisting of short CVC words. The labels are
missing letters; either the short vowel sound in the center, or a
consonant sound at the beginning or end of the word. The student
works to determine and write the missing letters.
Short vowel CVC (consonant-vowel-consonant) word lists contain
words grouped according to their short vowel sound. Children read the
words on the lists and build their encoding skills as they see that
rhyming words have the same pattern of letters. Example of a “short a”
word list: bag, cab, cat, hat, fan, man, map, mat, pan, rat, van.
Short vowel CVC (consonant-vowel-consonant) word lists contain
words grouped according to their short vowel sound. Children read the
words on the lists and build their encoding skills as they see that
rhyming words have the same pattern of letters. Example of a “short a”
word list: bag, cab, cat, hat, fan, man, map, mat, pan, rat, van.
Short vowel CVC (consonant-vowel-consonant) word lists contain
words grouped according to their short vowel sound. Children read the
words on the lists and build their encoding skills as they see that
rhyming words have the same pattern of letters. Example of a “short a”
word list: bag, cab, cat, hat, fan, man, map, mat, pan, rat, van.
Short vowel CVC (consonant-vowel-consonant) word lists contain
words grouped according to their short vowel sound. Children read the
words on the lists and build their encoding skills as they see that
rhyming words have the same pattern of letters. Example of a “short a”
word list: bag, cab, cat, hat, fan, man, map, mat, pan, rat, van.
words and is able to blend
the three-letter sounds for all
5 vowels: “hat” “het” “hit”
“hot” “hut.”
Builds words corresponding
to objects and/or pictures of
items with short vowel
sounds using the Large
Moveable Alphabet.
Independently builds words
with short vowel sounds
using the Large Moveable
Alphabet.
Determines the sound of the
missing consonant and
writes the corresponding
letter for the beginning or
end of short CVC words.
Determines the sound of the
missing vowel and writes the
corresponding letter for the
beginning or end of short
CVC words.
Reads word lists containing
“short a” words such as: bag,
cab, cat, hat, fan, man, map,
mat, pan, rat, van.
X
X
X
X
X
X
X
X
X
X
Reads word lists containing
“short a” words such as: bed,
egg, hen, jet, net, peg, pen,
pet, web.
X
X
Reads word lists containing
“short a” words such as: kid,
pig, pin, lid, six, bib, wig zip.
X
X
Reads word lists containing
“short a” words such as: box,
dog, fox, hog, log, mop, ox,
pot, top
X
X
X
X
Beginning
reading: Short
vowels
Words Lists (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Words Lists (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Words Lists (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Rhyme Cards (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Secret Message or
Sound Box ( Short
Vowel Sounds)
Beginning
reading: Short
vowels
Secret Message or
Sound Box ( Short
Vowel Sounds)
Beginning
reading: Short
vowels
Activity Words (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Activity Words (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Puzzle Words/Sight
Words (Set 1: Reading,
Spelling, Writing)
Short vowel CVC (consonant-vowel-consonant) word lists contain
words grouped according to their short vowel sound. Children read the
words on the lists and build their encoding skills as they see that
rhyming words have the same pattern of letters. Example of a “short a”
word list: bag, cab, cat, hat, fan, man, map, mat, pan, rat, van.
Short vowel CVC (consonant-vowel-consonant) word lists contain
words grouped according to their short vowel sound. Children read the
words on the lists and build their encoding skills as they see that
rhyming words have the same pattern of letters. Example of a “short a”
word list: bag, cab, cat, hat, fan, man, map, mat, pan, rat, van.
Short vowel CVC (consonant-vowel-consonant) word lists contain
words grouped according to their short vowel sound. Children read the
words on the lists and build their encoding skills as they see that
rhyming words have the same pattern of letters. Example of a “short a”
word list: bag, cab, cat, hat, fan, man, map, mat, pan, rat, van.
This material consists of individual cards containing different pictures
of items that follow the CVC word pattern. The child arranges the
words according to their sound so that all of the rhyming words are
grouped together.
In this activities pieces of paper with single CVC words are folded and
placed into a basket. The child choose a piece of paper, unfolds it, and
silently reads the word. This activity provides practice in silent
blending of letter sounds. Children are encourage to write their own
words and fold them to add to the “secret message”
In this activities pieces of paper with single CVC words are folded and
placed into a basket. The child choose a piece of paper, unfolds it, and
silently reads the word. This activity provides practice in silent
blending of letter sounds. Children are encourage to write their own
words and fold them to add to the “secret message”
In this activity the child reads a card with a simple verb or noun and
they act out the word on the card. This activity promotes the
independent reading of words. Examples words include: tap, jog, nod,
hop
In this activity the child reads a card with a simple verb or noun and
they act out the word on the card. This activity promotes the
independent reading of words. Examples words include: tap, jog, nod,
hop
Puzzle Words consist of words of two types: high-frequency words that
cannot be depicted by an object or picture (a, as, and, it, is) and words
that do not follow phonetic rules (the, she, he, once, so, go, do). The
guide explains to the child that some words do not follow rules like
other words, and so we call them “puzzle words.” The word is read
aloud and put into context by the guide, who teaches the child the
words using a three-period lesson. After learning to read puzzle words,
students also learn how to spell and write them. The first set of puzzle
words are non-phonetic but frequently used words such as: “to”, “are”,
and “the”.
Reads word lists containing
“short a” words such as: bed,
egg, hen, jet, net, peg, pen,
pet, web.
X
X
Reads word lists containing
“short a” words such as: bug,
bun, bus, cub, cup, gum, jug,
rug, sun.
X
X
Writes an original list of
short vowel words.
X
Matches the word cards
according
X
Silently reads words from
the secret Message collection
X
X
Adds original words to the
Secret Messages collection.
X
X
Read a simple noun/ verb as
someone writes it.
Demonstration
understanding by acting out
the word (cat, god, bug, hug,
run, tug, pet
Silently reads the words on a
card and acts out the word
(cat, dog, bug, run, tug, pet)
X
X
X
X
X
X
Silently reads puzzle words
after receiving three period
lesson.
X
X
X
X
Beginning
reading: Short
vowels
Puzzle Words/Sight
Words (Set 1: Reading,
Spelling, Writing)
Beginning
reading: Short
vowels
Puzzle Words/Sight
Words (Set 1: Reading,
Spelling, Writing)
Beginning
reading: Short
vowels
Labeling the
Environment (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Labeling the
Environment (Short
Vowel Sounds)
Beginning
reading: Short
vowels
Reading Sentences
Phrases (Short Vowel
Sounds)
Beginning
reading: Short
vowels
Reading Sentence
Strips (Short Vowel
Sounds)
Puzzle Words consist of words of two types: high-frequency words that
cannot be depicted by an object or picture (a, as, and, it, is) and words
that do not follow phonetic rules (the, she, he, once, so, go, do). The
guide explains to the child that some words do not follow rules like
other words, and so we call them “puzzle words.” The word is read
aloud and put into context by the guide, who teaches the child the
words using a three-period lesson. After learning to read puzzle words,
students also learn how to spell and write them. The first set of puzzle
words are non-phonetic but frequently used words such as: “to”, “are”,
and “the”.
Puzzle Words consist of words of two types: high-frequency words that
cannot be depicted by an object or picture (a, as, and, it, is) and words
that do not follow phonetic rules (the, she, he, once, so, go, do). The
guide explains to the child that some words do not follow rules like
other words, and so we call them “puzzle words.” The word is read
aloud and put into context by the guide, who teaches the child the
words using a three-period lesson. After learning to read puzzle words,
students also learn how to spell and write them. The first set of puzzle
words are non-phonetic but frequently used words such as: “to”, “are”,
and “the”.
In this activity the child is invited to observe as the guide writes down
the word of an object in the classroom. Words are carefully chosen to
be phonetic (pen, hat, rug, bag, fan, map, lid, box, mop, cup). The child
is given the word and sent on a ‘treasure hunt’ to find the
corresponding object. This activity provides an opportunity for the
child to practice their skills of blending sounds to form words and work
towards reading fluency. Example words include: cup, pen, rug, mat,
hat.
In this activity the child is invited to observe as the guide writes down
the word of an object in the classroom. Words are carefully chosen to
be phonetic (pen, hat, rug, bag, fan, map, lid, box, mop, cup). The child
is given the word and sent on a ‘treasure hunt’ to find the
corresponding object. This activity provides an opportunity for the
child to practice their skills of blending sounds to form words and work
towards reading fluency. Example words include: cup, pen, rug, mat,
hat.
In this activity the child is presented with sentence phrases that include
pictures and simple CVC (consonant-vowel-consonant) words and
puzzle words that they have learned. As the child observes the pictures
and reads the corresponding sentence phrases they strengthen their
decoding skills and build their reading fluency. Example sentence
phrases that would accompany pictures include: “a hot egg,” “a big
bag” and “tip a hat.”
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentences. The
sentences provide simple descriptions composed of short vowel CVC
words and puzzle words. This activity encourages the child to read for
meaning and gives experience with sentence structure. Initially, the
child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses, they will rely
Spells the puzzle words
aloud.
X
X
X
X
Spells the puzzle words
using moveable alphabet,
sandpaper letters, pencil and
paper or other materials.
X
X
X
X
Reads written words and
locates the corresponding
objects in the classroom
(such as cup, pen, rug, mat)
X
X
Writes their own list of the
object words relating to
items in the classroom.
X
X
Reads the sentence phrases.
X
X
With pictures displayed on
the mat, is able to identify
the corresponding sentence
strips to describe the picture.
X
X
X
Beginning
reading: Short
vowels
Reading Sentence
Strips (Short Vowel
Sounds)
Beginning
reading: Short
vowels
Reading Sentence
Strips (Short Vowel
Sounds)
Beginning
reading: Short
vowels
Reading Beginner
Books (Short Vowel
Sounds)
Beginning
reading: Short
vowels
Reading Beginner
Books (Short Vowel
Sounds)
less on the contextual cues from the picture and be able to reverse the
sequence of actions whereby they will first lay the sentence on the mat,
and then find the corresponding picture. As the final step of mastery
with this work the child will read the sentence and draw their own
picture of what is described in the sentence. Example sentences
include: “An egg is in the pan” and “The fox is in the box.”
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentences. The
sentences provide simple descriptions composed of short vowel CVC
words and puzzle words. This activity encourages the child to read for
meaning and gives experience with sentence structure. Initially, the
child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses, they will rely
less on the contextual cues from the picture and be able to reverse the
sequence of actions whereby they will first lay the sentence on the mat,
and then find the corresponding picture. As the final step of mastery
with this work the child will read the sentence and draw their own
picture of what is described in the sentence. Example sentences
include: “An egg is in the pan” and “The fox is in the box.”
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentences. The
sentences provide simple descriptions composed of short vowel CVC
words and puzzle words. This activity encourages the child to read for
meaning and gives experience with sentence structure. Initially, the
child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses, they will rely
less on the contextual cues from the picture and be able to reverse the
sequence of actions whereby they will first lay the sentence on the mat,
and then find the corresponding picture. As the final step of mastery
with this work the child will read the sentence and draw their own
picture of what is described in the sentence. Example sentences
include: “An egg is in the pan” and “The fox is in the box.”
The child is introduced to the beginner reader books in the classroom.
These books are typically short (8 – 12 pages) and contain carefully
selected words that the child will recognize or be able to sound out.
Children are motivated as they recognize and read words in the context
of simple text. The child first reads the book with the Montessori guide
and reads each page aloud. As part of laying a solid foundation for
reading comprehension skills, the child is asked questions about key
details, asked to predict what might come next, and asked to
summarize and retell the story. Often students will take the book home
to share with their families.
The child is introduced to the beginner reader books in the classroom.
These books are typically short (8 – 12 pages) and contain carefully
selected words that the child will recognize or be able to sound out.
Children are motivated as they recognize and read words in the context
of simple text. The child first reads the book with the Montessori guide
and reads each page aloud. As part of laying a solid foundation for
reading comprehension skills, the child is asked questions about key
details, asked to predict what might come next, and asked to
With sentence strips on the
mat, is able to identify the
corresponding pictures.
X
X
Reads the sentence strips
(including short vowel
sounds) and then draws their
own corresponding picture.
X
X
Reads a beginner reader to
practice reading CVC words.
X
X
Gives logical answers to
questions regarding the
story.
X
X
Beginning
reading: Short
vowels
Reading Beginner
Books (Short Vowel
Sounds)
Beginning
reading: Short
vowels
Singular/Plural adding
an ‘s’
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
Object Box 2:
Objects/Pictures to
Words (Initial
summarize and retell the story. Often students will take the book home
to share with their families.
The child is introduced to the beginner reader books in the classroom.
These books are typically short (8 – 12 pages) and contain carefully
selected words that the child will recognize or be able to sound out.
Children are motivated as they recognize and read words in the context
of simple text. The child first reads the book with the Montessori guide
and reads each page aloud. As part of laying a solid foundation for
reading comprehension skills, the child is asked questions about key
details, asked to predict what might come next, and asked to
summarize and retell the story. Often students will take the book home
to share with their families.
In this activity the child is introduced to the concept that when an ‘s’ is
added to a word, it means more than one, the materials consist of cards
with singular and plural forms of words. In addition, there are objects
or pictures of the word that can be matched accordingly. A single
object/picture to the singular form of the word and multiple objects or
picture of multiple objects to the plural form of the word. Examples are
hat/hats, pin/pins, mat/mats, dog/dogs.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For initial consonant blends such as br-,
cr-, dr-, cl-, fl-, pl-, st-, and sn-, the objects/pictures might be of items
such as: brim, crab, drum, clap, flap, plum, stop, and snap.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For initial consonant blends such as br-,
cr-, dr-, cl-, fl-, pl-, st-, and sn-, the objects/pictures might be of items
such as: brim, crab, drum, clap, flap, plum, stop, and snap.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For initial consonant blends such as br-,
cr-, dr-, cl-, fl-, pl-, st-, and sn-, the objects/pictures might be of items
such as: brim, crab, drum, clap, flap, plum, stop, and snap.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For initial consonant blends such as br-,
cr-, dr-, cl-, fl-, pl-, st-, and sn-, the objects/pictures might be of items
such as: brim, crab, drum, clap, flap, plum, stop, and snap.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
Retells the story and writes a
sentence about the
beginning, the middle and
the end of the book.
X
X
Works independently to
match pictures/objects to the
correct form of the
corresponding word.
Understands that the addition
of the letter ‘s’ means more
than one.
Works independently to
match initial consonant
blend words with objects.
X
X
X
X
Works independently to
match initial consonant
blend words with pictures.
X
X
Works independently to
match words with
objects/pictures for initial
blends such as bl-, cl-, fl-, pl, and sl-, (blob, clip, clam,
flag, plug, plum, sled).
X
X
Works independently to
match initial consonant
blend words such as br-, cr-,
dr-, fr-, gr-, pr-, tr- (brim,
crab, drum, frog, grip, trap).
X
X
Works independently to
match initial consonant
blend words such as st-, sp-,
X
X
and Digraphs
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Ending
Consonant Blends)
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For initial consonant blends such as br-,
cr-, dr-, cl-, fl-, pl-, st-, and sn-, the objects/pictures might be of items
such as: brim, crab, drum, clap, flap, plum, stop, and snap.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For initial consonant blends such as br-,
cr-, dr-, cl-, fl-, pl-, st-, and sn-, the objects/pictures might be of items
such as: brim, crab, drum, clap, flap, plum, stop, and snap.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For initial consonant blends such as br-,
cr-, dr-, cl-, fl-, pl-, st-, and sn-, the objects/pictures might be of items
such as: brim, crab, drum, clap, flap, plum, stop, and snap.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For ending consonant blends such as ck,
-st, -mp, -ss, -lt, -sk, -ng, the objects/pictures might be of items such as:
duck, nest, lamp, mess, belt, desk, and long.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For ending consonant blends such as ck,
-st, -mp, -ss, -lt, -sk, -ng, the objects/pictures might be of items such as:
duck, nest, lamp, mess, belt, desk, and long.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For ending consonant blends such as ck,
-st, -mp, -ss, -lt, -sk, -ng, the objects/pictures might be of items such as:
duck, nest, lamp, mess, belt, desk, and long.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For ending consonant blends such as ck,
-st, -mp, -ss, -lt, -sk, -ng, the objects/pictures might be of items such as:
duck, nest, lamp, mess, belt, desk, and long.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
sn-, sw-, sm-, sk-, tw- (stop,
spot, snip, swim, smock,
skunk, twig).
Reads initial consonant
blend word cards in the
absence of objects/pictures.
X
X
X
Writes initial consonant
blend word labels
independently based on the
individual objects/pictures.
X
X
X
Student works independently
to match ending consonant
blend words with objects.
X
X
Student works independently
to match ending consonant
blend words with pictures.
X
X
Works independently to
match words with objects
pictures for ending blends: ck, -sp, -sk, -ss, -st, (clock,
duck, truck, rock, sock, cusp,
wisp, desk, dress, nest, vest).
X
X
Works independently to
match words with
objects/pictures for ending
blends: -mp, -nd, -nk, -nt,
and –ng (lamp, bald, hand,
trunk, lint, mint, long, ring).
X
X
Works independently to
match words with
objects/pictures for ending
blends: -ft, -rk, -lt, -lf, -ll, -
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Consonant Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Consonant Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Consonant Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Consonant Digraphs)
it next to the object or picture. For ending consonant blends such as ck,
-st, -mp, -ss, -lt, -sk, -ng, the objects/pictures might be of items such as:
duck, nest, lamp, mess, belt, desk, and long.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity each sound in the words is represented by one letter.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child reads the corresponding word card and places
it next to the object or picture. For ending consonant blends such as ck,
-st, -mp, -ss, -lt, -sk, -ng, the objects/pictures might be of items such as:
duck, nest, lamp, mess, belt, desk, and long.
The Object Boxes include objects/pictures that have a specific pattern.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child read the corresponding word card and places
it next to the object or picture. The words used in this lesson begin or
end in double-letter consonant digraphs. In digraphs, the individual
letter sounds are not represented, instead the two consonants create a
single sound. These include words beginning with: ch-, kn-, th-, and
sh-, qu- and wh- (chick, chip, chin, knob, knot, thin, thick, ship, quit,
whip) and words ending with –sh, -ch, and –th (dish, fish, moth, sloth,
rich).
The Object Boxes include objects/pictures that have a specific pattern.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child read the corresponding word card and places
it next to the object or picture. The words used in this lesson begin or
end in double-letter consonant digraphs. In digraphs, the individual
letter sounds are not represented, instead the two consonants create a
single sound. These include words beginning with: ch-, kn-, th-, and
sh-, qu- and wh- (chick, chip, chin, knob, knot, thin, thick, ship, quit,
whip) and words ending with –sh, -ch, and –th (dish, fish, moth, sloth,
rich, lamp, thumb).
The Object Boxes include objects/pictures that have a specific pattern.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child read the corresponding word card and places
it next to the object or picture. The words used in this lesson begin or
end in double-letter consonant digraphs. In digraphs, the individual
letter sounds are not represented, instead the two consonants create a
single sound. These include words beginning with: ch-, kn-, th-, and
sh-, qu- and wh- (chick, chip, chin, knob, knot, thin, thick, ship, quit,
whip) and words ending with –sh, -ch, and –th (dish, fish, moth, sloth,
rich).
The Object Boxes include objects/pictures that have a specific pattern.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child read the corresponding word card and places
it next to the object or picture. The words used in this lesson begin or
end in double-letter consonant digraphs. In digraphs, the individual
letter sounds are not represented, instead the two consonants create a
single sound. These include words beginning with: ch-, kn-, th-, and
sh-, qu- and wh- (chick, chip, chin, knob, knot, thin, thick, ship, quit,
whip) and words ending with –sh, -ch, and –th (dish, fish, moth, sloth,
rich).
ld, (raft, fork, golf, belt, bell,
bald).
Writes ending consonant
blend word labels
independently based on the
individual objects/pictures.
X
X
X
Works independently to
match words with
objects/pictures for initial
digraphs: ch-, sh-, kn-, qu-,
th-, wr-, and wh- (chick,
chip, chin, chimp, chill,
knob, knack, quit, quack,
shed, shell, shift, ship, shop,
thin, thick, thump, wrap,
whip, when)
Works independently to
match words with
objects/pictures for initial
digraphs: -sh, -th, -ch, -mb,
(ash,, brush, dish, fish, bath,
moth, sloth, cloth, much,
rich, lamp, thump).
X
X
X
X
Reads initial/ending
consonant digraph word
cards in the absence of
objects/pictures.
X
X
X
Writes initial/ending
consonant digraphs labels
independently based on the
individual objects/pictures.
X
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Consonant Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Triple Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Triple Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Triple Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Triple Blends)
The Object Boxes include objects/pictures that have a specific pattern.
The objects or pictures are taken out of the box and placed at the right
side of the rug. The child read the corresponding word card and places
it next to the object or picture. The words used in this lesson begin or
end in double-letter consonant digraphs. In digraphs, the individual
letter sounds are not represented, instead the two consonants create a
single sound. These include words beginning with: ch-, kn-, th-, and
sh-, qu- and wh- (chick, chip, chin, knob, knot, thin, thick, ship, quit,
whip) and words ending with –sh, -ch, and –th (dish, fish, moth, sloth,
rich).
The Object Boxes include different objects that have a specific vowel
and consonant pattern, so that a specific skill is isolated at a time. The
objects or pictures are taken out of the box and placed at the right side
of the rug. There are often label cards, or if the classroom does not
have labels, the teacher will write the word and the child reads the
word and places it next to the relevant object or picture. The child is
introduced to the cards and objects in this lesson and will read the
words as they are written. The words used in this lesson begin or end
with triple consonant blends such as: str-, spr-, scr-, shr-, spl- (string,
spring, scrub, shrimp, splash) and –tch, -nch, -rch (witch, stitch, match,
latch, bench, wrench, ranch, arch, march)
The Object Boxes include different objects that have a specific vowel
and consonant pattern, so that a specific skill is isolated at a time. The
objects or pictures are taken out of the box and placed at the right side
of the rug. There are often label cards, or if the classroom does not
have labels, the teacher will write the word and the child reads the
word and places it next to the relevant object or picture. The child is
introduced to the cards and objects in this lesson and will read the
words as they are written. The words used in this lesson begin or end
with triple consonant blends such as: str-, spr-, scr-, shr-, spl- (string,
spring, scrub, shrimp, splash) and –tch, -nch, -rch (witch, stitch, match,
latch, bench, wrench, ranch, arch, march)
The Object Boxes include different objects that have a specific vowel
and consonant pattern, so that a specific skill is isolated at a time. The
objects or pictures are taken out of the box and placed at the right side
of the rug. There are often label cards, or if the classroom does not
have labels, the teacher will write the word and the child reads the
word and places it next to the relevant object or picture. The child is
introduced to the cards and objects in this lesson and will read the
words as they are written. The words used in this lesson begin or end
with triple consonant blends such as: str-, spr-, scr-, shr-, spl- (string,
spring, scrub, shrimp, splash) and –tch, -nch, -rch (witch, stitch, match,
latch, bench, wrench, ranch, arch, march)
The Object Boxes include different objects that have a specific vowel
and consonant pattern, so that a specific skill is isolated at a time. The
objects or pictures are taken out of the box and placed at the right side
of the rug. There are often label cards, or if the classroom does not
have labels, the teacher will write the word and the child reads the
word and places it next to the relevant object or picture. The child is
introduced to the cards and objects in this lesson and will read the
Works independently to
match initial/ending
consonant digraphs words
with objects.
X
X
Works independently to
match initial/ending triple
blend words with objects.
X
X
X
Works independently to
match initial/ending triple
blend words with pictures.
X
X
X
Works independently to
match words with
objects/pictures that start
with triple blends: str-, spr-,
scr-, spl, shr- (strap, strip,
string, spring, sprint, scrub,
scrap, scratch, split, splash,
shrimp)
X
X
X
Works independently to
match words with
objects/pictures that end with
triple blends: -tch, -nch, -rch
(itch, ditch, witch, stitch,
catch, bench, wrench, ranch,
arch, march)
X
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Triple Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Object Box 2:
Objects/Pictures to
Words (Initial/Ending
Triple Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Vowel Tree (Consonant
Blends with Short
Vowel Sounds)
Beginning
reading:
Consonant Blends
and Digraphs
Vowel Tree (Consonant
Blends with Short
Vowel Sounds)
words as they are written. The words used in this lesson begin or end
with triple consonant blends such as: str-, spr-, scr-, shr-, spl- (string,
spring, scrub, shrimp, splash) and –tch, -nch, -rch (witch, stitch, match,
latch, bench, wrench, ranch, arch, march)
The Object Boxes include different objects that have a specific vowel
and consonant pattern, so that a specific skill is isolated at a time. The
objects or pictures are taken out of the box and placed at the right side
of the rug. There are often label cards, or if the classroom does not
have labels, the teacher will write the word and the child reads the
word and places it next to the relevant object or picture. The child is
introduced to the cards and objects in this lesson and will read the
words as they are written. The words used in this lesson begin or end
with triple consonant blends such as: str-, spr-, scr-, shr-, spl- (string,
spring, scrub, shrimp, splash) and –tch, -nch, -rch (witch, stitch, match,
latch, bench, wrench, ranch, arch, march)
The Object Boxes include different objects that have a specific vowel
and consonant pattern, so that a specific skill is isolated at a time. The
objects or pictures are taken out of the box and placed at the right side
of the rug. There are often label cards, or if the classroom does not
have labels, the teacher will write the word and the child reads the
word and places it next to the relevant object or picture. The child is
introduced to the cards and objects in this lesson and will read the
words as they are written. The words used in this lesson begin or end
with triple consonant blends such as: str-, spr-, scr-, shr-, spl- (string,
spring, scrub, shrimp, splash) and –tch, -nch, -rch (witch, stitch, match,
latch, bench, wrench, ranch, arch, march)
A vowel tree is a tree with the five vowels arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, combining consonant blends with short vowels. The activity starts
by the guide demonstrating the placement of one consonant blend, such
as “cr-” in front of the –a and saying “cra-.” The guide then moves the
letter down the trunk until they have demonstrated all of the short
vowels blends: “cra-, cre-, cri-, cro-, cru-.” The child then takes the
letter and repeat the steps. The child progresses from working with a
limited number of consonant blends, to working with any consonant
blend of their choosing. Once they feel confident with each of the
initial consonant blends with the vowels, single consonants can be
added after the vowel to form short words such as “cram” “stem”
“trim” “blot” “plum.” The emphasis in this activity is the practice of
blending sounds together and not on actual word formation.
A vowel tree is a tree with the five vowels arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, combining consonant blends with short vowels. The activity starts
by the guide demonstrating the placement of one consonant blend, such
as “cr-” in front of the –a and saying “cra-.” The guide then moves the
letter down the trunk until they have demonstrated all of the short
vowels blends: “cra-, cre-, cri-, cro-, cru-.” The child then takes the
letter and repeat the steps. The child progresses from working with a
limited number of consonant blends, to working with any consonant
blend of their choosing. Once they feel confident with each of the
Reads individual
initial/ending triple blend
word cards in the absence of
objects/pictures/
X
X
X
Writes initial/ending triple
word labels independently
based on the individual
objects/pictures.
X
X
X
Is able to blend selected
consonant blends with all
five vowels and make the
corresponding phonetic
sounds.
X
X
Independently chooses
consonant blends to blend
and is able to make the
correct phonetic sounds for
all five vowels.
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Vowel Tree (Consonant
Blends with Short
Vowel Sounds)
Beginning
reading:
Consonant Blends
and Digraphs
Large Moveable
Alphabet: Building
Words (Consonant
Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Large Moveable
Alphabet: Building
Words (Two or More
Words)
Beginning
reading:
Consonant Blends
and Digraphs
Large Moveable
Alphabet: Building
Words (Two or More
Words)
Beginning
reading:
Consonant Blends
and Digraphs
Large Moveable
Alphabet: Building
Words (Two or More
Words)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial
Consonant Blends)
initial consonant blends with the vowels, single consonants can be
added after the vowel to form short words such as “cram” “stem”
“trim” “blot” “plum.” The emphasis in this activity is the practice of
blending sounds together and not on actual word formation.
A vowel tree is a tree with the five vowels arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, combining consonant blends with short vowels. The activity starts
by the guide demonstrating the placement of one consonant blend, such
as “cr-” in front of the –a and saying “cra-.” The guide then moves the
letter down the trunk until they have demonstrated all of the short
vowels blends: “cra-, cre-, cri-, cro-, cru-.” The child then takes the
letter and repeat the steps. The child progresses from working with a
limited number of consonant blends, to working with any consonant
blend of their choosing. Once they feel confident with each of the
initial consonant blends with the vowels, single consonants can be
added after the vowel to form short words such as “cram” “stem”
“trim” “blot” “plum.” The emphasis in this activity is the practice of
blending sounds together and not on actual word formation.
In this activity the child uses the letters from the large moveable
alphabet to build words that incorporate consonant blends that
correspond with object and/or pictures.
In this activity the child uses the letters from the large moveable
alphabet to build two or more words. The child combines their
knowledge of short vowels, consonant blends and digraphs to encode a
variety of words and generates their own sentence phrases and/or
sentences. With this process the child begins learning how to space
individual words for reading purposes.
In this activity the child uses the letters from the large moveable
alphabet to build two or more words. The child combines their
knowledge of short vowels, consonant blends and digraphs to encode a
variety of words and generates their own sentence phrases and/or
sentences. With this process the child begins learning how to space
individual words for reading purposes.
In this activity the child uses the letters from the large moveable
alphabet to build two or more words. The child combines their
knowledge of short vowels, consonant blends and digraphs to encode a
variety of words and generates their own sentence phrases and/or
sentences. With this process the child begins learning how to space
individual words for reading purposes.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial Consonant Blends Word Lists contain words beginning with
phonetic double consonant blends such as br-, cr-, dr-, cl-, fl-, pl-, st-,
and sn-; the words might include brim , crab, drum, clap, flap, plum,
stop, and snap.
Adds consonant letters after
the vowel to create phonetic
words and is able to blend
the letter sounds for all 5
vowels: “flap” “step” “flip”
“flop” “shut.”
X
X
Uses letters to accurately
spell words corresponding to
objects and/or pictures that
include consonant blends
when using the Large
Moveable Alphabet.
Encodes self-generated
phrases or sentences using
the Large Moveable
Alphabet.
X
X
X
X
X
X
When creating 2 or more
words (phrases), leaves
spaces between words when
using the Large Moveable
Alphabet.
X
X
X
When creating connected
text, forms words from left
to right and top to bottom
with the Large Moveable
Alphabet.
X
X
X
Independently reads word
lists containing words
beginning with double-letter
consonant blends.
X
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Ending
Consonant Blends)
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial Consonant Blends Word Lists contain words beginning with
phonetic double consonant blends such as br-, cr-, dr-, cl-, fl-, pl-, st-,
and sn-; the words might include brim , crab, drum, clap, flap, plum,
stop, and snap.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial Consonant Blends Word Lists contain words beginning with
phonetic double consonant blends such as br-, cr-, dr-, cl-, fl-, pl-, st-,
and sn-; the words might include brim , crab, drum, clap, flap, plum,
stop, and snap.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial Consonant Blends Word Lists contain words beginning with
phonetic double consonant blends such as br-, cr-, dr-, cl-, fl-, pl-, st-,
and sn-; the words might include brim , crab, drum, clap, flap, plum,
stop, and snap.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial Consonant Blends Word Lists contain words beginning with
phonetic double consonant blends such as br-, cr-, dr-, cl-, fl-, pl-, st-,
and sn-; the words might include brim , crab, drum, clap, flap, plum,
stop, and snap.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Ending Double Blends Word Lists contain words ending with phonetic
double consonant blends such as ck, sp, -sk,-ss, -st; words might
include black, clock, duck, truck, rock, sock, cusp, wisp, desk, dress,
nest, vest.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Ending Double Blends Word Lists contain words ending with phonetic
double consonant blends such as ck, sp, -sk,-ss, -st; words might
include black, clock, duck, truck, rock, sock, cusp, wisp, desk, dress,
nest, vest.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Ending Double Blends Word Lists contain words ending with phonetic
double consonant blends such as ck, sp, -sk,-ss, -st; words might
include black, clock, duck, truck, rock, sock, cusp, wisp, desk, dress,
nest, vest.
Reads initial blends bl-, cl-,
fl-, gl-, pl-, and sl-, in words
such as: block, clip, clam,
clock, flag, glum, plum,
plug, and sled.
X
X
X
Reads initial blends br-, cr-,
dr-, fr-, gr-, pr-, tr-, in words
such as brick, crab, dress,
drum, frog, grip, track, truck.
X
X
X
Reads initial blends st-, sp-,
sn-, sw-, sm-, and sk-, tw- in
words such as: stop, spot,
snip, swim, smock, skip,
skunk, twig.
X
X
X
Writes an original list of
initial consonant blend
words.
X
X
X
Independently reads word
lists containing words ending
with double-letter consonant
blends.
X
X
X
Reads ending blends: -ck, sp, -sk, -ss, -st in words such
as: black, clock, duck, truck,
rock, sock, cusp, wisp, desk,
dress, nest, vest.
X
X
Reads ending blends: -mp, nd, -nk, -nt, and ng in words
such as: lamp, bald, hand,
trunk, lint, mint, long, ring.
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Ending
Consonant Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial and
Ending Consonant
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial and
Ending Consonant
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial and
Ending Consonant
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial and
Ending Consonant
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial and
Ending Triple Blends)
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Ending Double Blends Word Lists contain words ending with phonetic
double consonant blends such as ck, sp, -sk,-ss, -st; words might
include black, clock, duck, truck, rock, sock, cusp, wisp, desk, dress,
nest, vest.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Ending Double Blends Word Lists contain words ending with phonetic
double consonant blends such as ck, sp, -sk,-ss, -st; words might
include black, clock, duck, truck, rock, sock, cusp, wisp, desk, dress,
nest, vest.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial and Ending Digraphs Word Lists contain words in which
individual letter sounds are not represented. The include initial
digraphs ch-, sh-, and wh- (chick, chip, chin, chimp, chill, shed, shell,
shift, ship, shop, whip, when) and ending digraphs –sh, -th, -ch, (ash,
brush, dish, fish, moth, sloth, cloth, much, rich).
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial and Ending Digraphs Word Lists contain words in which
individual letter sounds are not represented. The include initial
digraphs ch-, sh-, and wh- (chick, chip, chin, chimp, chill, shed, shell,
shift, ship, shop, whip, when) and ending digraphs –sh, -th, -ch, (ash,
brush, dish, fish, moth, sloth, cloth, much, rich).
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial and Ending Digraphs Word Lists contain words in which
individual letter sounds are not represented. The include initial
digraphs ch-, sh-, and wh- (chick, chip, chin, chimp, chill, shed, shell,
shift, ship, shop, whip, when) and ending digraphs –sh, -th, -ch, (ash,
brush, dish, fish, moth, sloth, cloth, much, rich).
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial and Ending Digraphs Word Lists contain words in which
individual letter sounds are not represented. The include initial
digraphs ch-, sh-, and wh- (chick, chip, chin, chimp, chill, shed, shell,
shift, ship, shop, whip, when) and ending digraphs –sh, -th, -ch, (ash,
brush, dish, fish, moth, sloth, cloth, much, rich).
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial and Ending Triple Blends Word Lists contain words beginning
Reads ending blends: ft, -rk,
-lt, -lf, -ld, in words such as:
craft, raft, lift, drift, swift,
loft fork, golf, belt, bell,
bald.
X
X
Writes an original list of
ending consonant blend
words.
X
X
Independently reads word
lists containing words
beginning and ending with
consonant digraphs.
X
X
Reads initial digraphs: ch-,
kn-, qu-, sh-, th-, wr-, and
wh in words such as chick,
chip, chin, chimp, chill, knot,
knob, quit, shed, shell, shift,
ship, shop, thick, thin, wrap,
whip, when.
X
X
Reads ending digraphs: -sh, th, ch, -mb in words such as
ash, brush, dish, fish, bath,
moth, sloth, cloth, much,
rich, lamb, thumb.
X
X
Writes an original list of
initial and ending consonant
digraph words.
X
X
Independently reads word
lists containing words
beginning and ending with
triple blends.
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial and
Ending Triple Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Word Lists (Initial and
Ending Triple Blends)
Beginning
reading:
Consonant Blends
and Digraphs
Secret Messages or
Sound Boxes
(Consonant Blends and
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Secret Messages or
Sound Boxes
(Consonant Blends and
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Activity Words
(Consonant Blends and
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Labeling the
Environment
(Consonant Blends and
Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Reading Sentence
Strips (Consonant
Blends and Digraphs)
and ending with phonetic triple consonant blends such as str-, spr-, scr-,
spl-, shr-; words might include strap, strip, string, spring, sprint, scrub,
scrap, scratch, split, splash, shrimp.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial and Ending Triple Blends Word Lists contain words beginning
and ending with phonetic triple consonant blends such as str-, spr-, scr-,
spl-, shr-; words might include strap, strip, string, spring, sprint, scrub,
scrap, scratch, split, splash, shrimp.
Word lists contain words grouped according to specific patterns.
Children read the words on the list and build their encoding skills as
they see that rhyming words have the same pattern of letters. The
Initial and Ending Triple Blends Word Lists contain words beginning
and ending with phonetic triple consonant blends such as str-, spr-, scr-,
spl-, shr-; words might include strap, strip, string, spring, sprint, scrub,
scrap, scratch, split, splash, shrimp.
In this activity pieces of paper with single words that are composed
with consonant blends and digraphs are folded and placed into a basket.
The child chooses a pieces of paper, unfolds it, and silently reads the
word. This activity provides practices in silent decoding of letter
sounds. Children are encouraged to write their own words and fold
them to add to the “secret messages.”
In this activity pieces of paper with single words that are composed
with consonant blends and digraphs are folded and placed into a basket.
The child chooses a pieces of paper, unfolds it, and silently reads the
word. This activity provides practices in silent decoding of letter
sounds. Children are encouraged to write their own words and fold
them to add to the “secret messages.”
Activity words are action words or verbs. The child reads the words as
someone writes them and then the child performs whatever action the
card indicates. This activity promotes the independent reading of
words. The words used in this lesson contain sounds that are
represented by consonant blends and digraphs. Example include:
stretch, scratch, spring, jump, clap, smell, spin, stand, blink, drink,
sing, bang, dust, kick, flick).
In this activity the child is invited to observe as the Montessori guide
writes down the word of an object in the classroom. Words are
carefully chosen to be include double blends and digraphs in order to
give the child an opportunity build their reading fluency. The child is
given the written word and sent on a ‘treasure hunt’ to find the
corresponding object. Example words include block, dish, shelf, flag,
drink.
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentences. The
sentences provide simple descriptions composed of words that the child
has encountered in previous work. This activity encourages the child to
read for meaning and gives experience with sentence structure.
Initially, the child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses with the work,
Reads initial triple blends:
str, spr-, scr-, spl-, shr, in
words such as: strap, strip,
string, spring, sprint, scrub,
scrap, scratch, split, splash,
shrimp.
X
X
X
Reads ending triple blends: tch, -nch, -rch in words such
as itch, ditch, witch, stitch,
catch, inch, bench, wrench,
ranch, arch, march.
X
X
X
Adds original consonant
blend words to the Secret
Message collection.
X
X
X
Independently reads
consonant blend words from
the Secret Messages
collection.
X
X
X
Silently reads consonant
blends and digraphs words
and performs the appropriate
action (jump, stretch, skip).
X
X
X
Reads written words and
locates the corresponding
objects in the classroom
(such as block, dish, shelf,
flag, drink).
X
X
With pictures displayed on
the mat, is able to identify
the corresponding sentence
strips (including words with
consonant blends and
digraphs) to describe the
picture.
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Reading Sentence
Strips (Consonant
Blends and Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Reading Sentence
Strips (Consonant
Blends and Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Reading Beginner
Books (Consonant
Blends and Digraphs)
Beginning
reading:
Reading Beginner
Books (Consonant
they will rely less on the contextual cues from the picture and be able
to reverse the sequence of actions whereby they will first lay the
sentence on the mat, and then find the picture described. As the ending
step of mastery with this work, the child will read the sentence and
draw their own picture of what is described in the sentence. This
activity provides practice with reading words in the context of
complete sentences. (Example sentences include: “The black do sat on
the red mat.” “I blink in the hot sun.”
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentences. The
sentences provide simple descriptions composed of words that the child
has encountered in previous work. This activity encourages the child to
read for meaning and gives experience with sentence structure.
Initially, the child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses with the work,
they will rely less on the contextual cues from the picture and be able
to reverse the sequence of actions whereby they will first lay the
sentence on the mat, and then find the picture described. As the ending
step of mastery with this work, the child will read the sentence and
draw their own picture of what is described in the sentence. This
activity provides practice with reading words in the context of
complete sentences. (Example sentences include: “The black do sat on
the red mat.” “I blink in the hot sun.”
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentences. The
sentences provide simple descriptions composed of words that the child
has encountered in previous work. This activity encourages the child to
read for meaning and gives experience with sentence structure.
Initially, the child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses with the work,
they will rely less on the contextual cues from the picture and be able
to reverse the sequence of actions whereby they will first lay the
sentence on the mat, and then find the picture described. As the ending
step of mastery with this work, the child will read the sentence and
draw their own picture of what is described in the sentence. This
activity provides practice with reading words in the context of
complete sentences. (Example sentences include: “The black do sat on
the red mat.” “I blink in the hot sun.”
The child is introduced to the beginner reader books in the classroom.
These books are typically short (8 – 12 pages) and contain carefully
selected words that the child will recognize or be able to sound out.
Children are motivated as they recognize and read words in the context
of simple text. The child first reads the book with the Montessori guide
and reads each page aloud. As part of laying a solid foundation for
reading comprehension skills, the child is asked questions about key
details, asked to predict what might come next, and asked to
summarize and retell the story. Often students will take the book home
to share with their family.
The child is introduced to the beginner reader books in the classroom.
These books are typically short (8 – 12 pages) and contain carefully
With sentence strips
(including words with
consonant blends and
digraphs) on the mat, is able
to identify the corresponding
pictures being described.
X
X
Reads the sentence strips
(including consonant blends
and digraphs) and then draws
their own corresponding
picture.
X
X
Silently reads a beginner
reader to practice consonant
blends and digraphs.
X
X
Gives logical answer to a
variety of questions
X
X
Consonant Blends
and Digraphs
Blends and Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Reading Beginner
Books (Consonant
Blends and Digraphs)
Beginning
reading:
Consonant Blends
and Digraphs
Silent ‘e’ or “Magic e’
(Long Vowel Sounds)
Beginning
reading:
Consonant Blends
and Digraphs
Silent ‘e’ or “Magic e’
(Long Vowel Sounds)
Beginning
reading:
Consonant Blends
and Digraphs
Silent ‘e’ or “Magic e’
(Long Vowel Sounds)
selected words that the child will recognize or be able to sound out.
Children are motivated as they recognize and read words in the context
of simple text. The child first reads the book with the Montessori guide
and reads each page aloud. As part of laying a solid foundation for
reading comprehension skills, the child is asked questions about key
details, asked to predict what might come next, and asked to
summarize and retell the story. Often students will take the book home
to share with their family.
The child is introduced to the beginner reader books in the classroom.
These books are typically short (8 – 12 pages) and contain carefully
selected words that the child will recognize or be able to sound out.
Children are motivated as they recognize and read words in the context
of simple text. The child first reads the book with the Montessori guide
and reads each page aloud. As part of laying a solid foundation for
reading comprehension skills, the child is asked questions about key
details, asked to predict what might come next, and asked to
summarize and retell the story. Often students will take the book home
to share with their family.
In this activity the child observes as the guide presents a series of
carefully selected words and the corresponding objects or pictures such
as pin, cap, can, and tub. The guide also prepares the objects or pictures
corresponding with these words once en ‘e’ is added (pine, cape, came,
tube) but keeps these out of view. The child observes as the guide
explains that when “two vowels go walking, the first one does the
talking” and that the ‘e’ at the end stays silent, but makes the first
vowel says it’s name. the guide then adds an ‘e’ to the end of each
word and states the new word. As they do so, they replace the original
object/picture with the new object/picture and the child observes as
‘pin’ turns into ‘pine’, ‘cap’ turns into ‘cape’, ‘can’ turns into ‘cane’
and ‘tub’ turns into ‘tube.’
In this activity the child observes as the guide presents a series of
carefully selected words and the corresponding objects or pictures such
as pin, cap, can, and tub. The guide also prepares the objects or pictures
corresponding with these words once en ‘e’ is added (pine, cape, came,
tube) but keeps these out of view. The child observes as the guide
explains that when “two vowels go walking, the first one does the
talking” and that the ‘e’ at the end stays silent, but makes the first
vowel says it’s name. the guide then adds an ‘e’ to the end of each
word and states the new word. As they do so, they replace the original
object/picture with the new object/picture and the child observes as
‘pin’ turns into ‘pine’, ‘cap’ turns into ‘cape’, ‘can’ turns into ‘cane’
and ‘tub’ turns into ‘tube.’
In this activity the child observes as the guide presents a series of
carefully selected words and the corresponding objects or pictures such
as pin, cap, can, and tub. The guide also prepares the objects or pictures
corresponding with these words once en ‘e’ is added (pine, cape, came,
tube) but keeps these out of view. The child observes as the guide
explains that when “two vowels go walking, the first one does the
talking” and that the ‘e’ at the end stays silent, but makes the first
vowel says it’s name. the guide then adds an ‘e’ to the end of each
regarding the story.
Retells the book and writes a
sentence about the
beginning, the middle and
the end of the book.
X
X
Reads silent ‘e’ words and
understands that although the
final ‘e’ is silent, it makes
the word sound like the
name of the first vowel.
X
X
Applies the magic ‘e’ to
“short a” words and correctly
pronounces the new words:
can/cane, pan/pane,
man/mane, plan/plane,
tap/tape, gap/gape, nap/nape,
dam/dame, rat/rate, fat/fate,
stat/state, slat/slate.
X
X
Applies the magic ‘e’ to
“short i” words and correctly
pronounces the new words:
bit/bite, kit/kite, spit/spite,
rip/ripe, strip/stripe,
dim/dime, din/dine, rid/ride.
X
X
Beginning
reading:
Consonant Blends
and Digraphs
Silent ‘e’ or “Magic e’
(Long Vowel Sounds)
Beginning
reading:
Consonant Blends
and Digraphs
Silent ‘e’ or “Magic e’
(Long Vowel Sounds)
Beginning
reading:
Consonant Blends
and Digraphs
Silent ‘e’ or “Magic e’
(Long Vowel Sounds)
Beginning
reading:
Consonant Blends
and Digraphs
Silent ‘e’ or “Magic e’
(Long Vowel Sounds)
word and states the new word. As they do so, they replace the original
object/picture with the new object/picture and the child observes as
‘pin’ turns into ‘pine’, ‘cap’ turns into ‘cape’, ‘can’ turns into ‘cane’
and ‘tub’ turns into ‘tube.’
In this activity the child observes as the guide presents a series of
carefully selected words and the corresponding objects or pictures such
as pin, cap, can, and tub. The guide also prepares the objects or pictures
corresponding with these words once en ‘e’ is added (pine, cape, came,
tube) but keeps these out of view. The child observes as the guide
explains that when “two vowels go walking, the first one does the
talking” and that the ‘e’ at the end stays silent, but makes the first
vowel says it’s name. the guide then adds an ‘e’ to the end of each
word and states the new word. As they do so, they replace the original
object/picture with the new object/picture and the child observes as
‘pin’ turns into ‘pine’, ‘cap’ turns into ‘cape’, ‘can’ turns into ‘cane’
and ‘tub’ turns into ‘tube.’
In this activity the child observes as the guide presents a series of
carefully selected words and the corresponding objects or pictures such
as pin, cap, can, and tub. The guide also prepares the objects or pictures
corresponding with these words once en ‘e’ is added (pine, cape, came,
tube) but keeps these out of view. The child observes as the guide
explains that when “two vowels go walking, the first one does the
talking” and that the ‘e’ at the end stays silent, but makes the first
vowel says it’s name. the guide then adds an ‘e’ to the end of each
word and states the new word. As they do so, they replace the original
object/picture with the new object/picture and the child observes as
‘pin’ turns into ‘pine’, ‘cap’ turns into ‘cape’, ‘can’ turns into ‘cane’
and ‘tub’ turns into ‘tube.’
In this activity the child observes as the guide presents a series of
carefully selected words and the corresponding objects or pictures such
as pin, cap, can, and tub. The guide also prepares the objects or pictures
corresponding with these words once en ‘e’ is added (pine, cape, came,
tube) but keeps these out of view. The child observes as the guide
explains that when “two vowels go walking, the first one does the
talking” and that the ‘e’ at the end stays silent, but makes the first
vowel says it’s name. the guide then adds an ‘e’ to the end of each
word and states the new word. As they do so, they replace the original
object/picture with the new object/picture and the child observes as
‘pin’ turns into ‘pine’, ‘cap’ turns into ‘cape’, ‘can’ turns into ‘cane’
and ‘tub’ turns into ‘tube.’
In this activity the child observes as the guide presents a series of
carefully selected words and the corresponding objects or pictures such
as pin, cap, can, and tub. The guide also prepares the objects or pictures
corresponding with these words once en ‘e’ is added (pine, cape, came,
tube) but keeps these out of view. The child observes as the guide
explains that when “two vowels go walking, the first one does the
talking” and that the ‘e’ at the end stays silent, but makes the first
vowel says it’s name. the guide then adds an ‘e’ to the end of each
word and states the new word. As they do so, they replace the original
object/picture with the new object/picture and the child observes as
Applies the magic ‘e’ to
“short o, u and e” words and
correctly pronounces the
new words: hop/hope,
mop/mope, rod/rode,
cod/code, rob/robe,
con/cone, not/note, tot/tote,
cut/cute, cub/cube, met/mete.
X
X
Recognizes and correctly
reads a variety of silent ‘e’
words such as: cake, lake,
rake, name, same, cave, bike,
trike, hike, hive, lime, cove.
X
X
Writes silent ‘e’ words and
explains the effect of the
silent ‘e’ on the sound of the
word
X
X
Writes a list of words
containing phonograms that
represent the “long u.”
phoneme.
X
X
Beginning
reading: Long
Vowels and
Phonograms
Vowel Tree (Long
Vowel Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Vowel Tree (Long
Vowel Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Vowel Tree (Long
Vowel Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Large Moveable
Alphabet: Building
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long a” /ai/
(/ay/, /ei/)
‘pin’ turns into ‘pine’, ‘cap’ turns into ‘cape’, ‘can’ turns into ‘cane’
and ‘tub’ turns into ‘tube.’
A vowel tree is a tree with the five vowels arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, word blends with the CVCe (consonant-vowel-consonant-silent e)
pattern. The activity starts by the guide demonstrating the placement of
consonant, such as “m” in front of the vowel “a” and a consonant-silent
e pair, such as “ne” after the vowel. The guide then moves the letters
down the trunk until they have demonstrated all of the short vowel
blends: “mane”, “mine”, “mone”, “mune”. The child then takes the
letter and repeat the steps. The child progresses from working with a
limited number of consonants, to working with any consonants of their
choosing. The emphasis in this activity is the practice of blending
sounds together and not on actual word formation.
A vowel tree is a tree with the five vowels arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, word blends with the CVCe (consonant-vowel-consonant-silent e)
pattern. The activity starts by the guide demonstrating the placement of
consonant, such as “m” in front of the vowel “a” and a consonant-silent
e pair, such as “ne” after the vowel. The guide then moves the letters
down the trunk until they have demonstrated all of the short vowel
blends: “mane”, “mine”, “mone”, “mune”. The child then takes the
letter and repeat the steps. The child progresses from working with a
limited number of consonants, to working with any consonants of their
choosing. The emphasis in this activity is the practice of blending
sounds together and not on actual word formation.
A vowel tree is a tree with the five vowels arranged in a vertical line.
The purpose of this activity is to help children develop the pre-reading
skill, word blends with the CVCe (consonant-vowel-consonant-silent e)
pattern. The activity starts by the guide demonstrating the placement of
consonant, such as “m” in front of the vowel “a” and a consonant-silent
e pair, such as “ne” after the vowel. The guide then moves the letters
down the trunk until they have demonstrated all of the short vowel
blends: “mane”, “mine”, “mone”, “mune”. The child then takes the
letter and repeat the steps. The child progresses from working with a
limited number of consonants, to working with any consonants of their
choosing. The emphasis in this activity is the practice of blending
sounds together and not on actual word formation.
In this activity the child uses the letters from the large moveable
alphabet to build CVCe words—words including the long vowel
sounds. The child generates their own sentence phrases and combines
their expanding word knowledge of short vowels, consonant blends and
digraphs with long vowel sounds to encode a variety of words.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long a” sound include: /ai/ as in ‘aim’, /ay/ as in
Is able to blend selected
consonants with all five
vowels and make the
corresponding phonetic
sounds (long vowels).
X
X
Independently chooses
consonant letters to blend
and is able to make the
correct phonetic sounds
(long vowels) for all five
vowels.
X
X
Adds consonant letters and
the silent e after the initial
vowel to create CVCe words
for all 5 vowels.
X
X
Represents the long vowel
sounds with common
spellings in words when
using the Large Moveable
Alphabet.
Recognizes phonograms
representing the “long a”
phoneme and reads a variety
of words containing these
phonograms with correct
pronunciation.
X
X
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long a” /ai/
(/ay/, /ei/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long a” /ai/
(/ay/, /ei/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long e” /ee/
(/ey/, /ea/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long e” /ee/
(/ey/, /ea/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long e” /ee/
(/ey/, /ea/)
Beginning
reading: Long
Vowels and
Phonograms (Key
Sounds) “Long i” /ie/
(/igh/, /y/)
‘hay’, /au/ as in ‘gauge’, /ei/ as in ‘vein’, /et/ as in ‘ballet’ and /ey/ as in
‘they’, /aigh/ as in ‘straight’ and /eigh/ as in ‘weigh.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long a” sound include: /ai/ as in ‘aim’, /ay/ as in
‘hay’, /au/ as in ‘gauge’, /ei/ as in ‘vein’, /et/ as in ‘ballet’ and /ey/ as in
‘they’, /aigh/ as in ‘straight’ and /eigh/ as in ‘weigh.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long a” sound include: /ai/ as in ‘aim’, /ay/ as in
‘hay’, /au/ as in ‘gauge’, /ei/ as in ‘vein’, /et/ as in ‘ballet’ and /ey/ as in
‘they’, /aigh/ as in ‘straight’ and /eigh/ as in ‘weigh.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long e” sound include: /ee/ as in ‘feet’, /ea/ as in
‘bead’, /ie/ as in ‘piece’, /ei/ as in ‘seize’, /ey/ as in ‘key and /y/ as in
‘puppy.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long e” sound include: /ee/ as in ‘feet’, /ea/ as in
‘bead’, /ie/ as in ‘piece’, /ei/ as in ‘seize’, /ey/ as in ‘key and /y/ as in
‘puppy.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long e” sound include: /ee/ as in ‘feet’, /ea/ as in
‘bead’, /ie/ as in ‘piece’, /ei/ as in ‘seize’, /ey/ as in ‘key and /y/ as in
‘puppy.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
Correctly sorts words
containing phonograms that
represent the “long a”
phoneme when combined
with words from another key
sound folder.
X
X
Writes a list of words
containing phonograms that
represent the “long a”
phoneme.
X
X
Recognizes phonograms
representing the “long e”
phoneme and reads a variety
of words containing these
phonograms with correct
pronunciation.
X
X
Correctly sorts words
containing phonograms that
represent the “long e”
phoneme when combined
with words from another key
sound folder.
X
X
Writes a list of words
containing phonograms that
represent the “long e”
phoneme.
X
X
Recognizes phonograms
representing the “long i"
phoneme and reads a variety
X
X
Phonograms
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long i” /ie/
(/igh/, /y/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long i” /ie/
(/igh/, /y/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long o” /oa/
(/oe/, /ow/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long o” /oa/
(/oe/, /ow/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long o” /oa/
(/oe/, /ow/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long u” /ue/
(/ou/, /ui/)
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long i" sound include: /ie/, asin ‘pie’, /igh/ as in
‘light’ /y/ as in ‘my’, /uy/ as in ‘buy’, /ui/ as in ‘guide.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long i" sound include: /ie/, asin ‘pie’, /igh/ as in
‘light’ /y/ as in ‘my’, /uy/ as in ‘buy’, /ui/ as in ‘guide.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long i" sound include: /ie/, asin ‘pie’, /igh/ as in
‘light’ /y/ as in ‘my’, /uy/ as in ‘buy’, /ui/ as in ‘guide.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long o” sound include: /oa/ as in ‘boat’, /ew/ as in
‘sew’, /ow/ as in ‘tow’, /ough/ as in ‘dough.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long o” sound include: /oa/ as in ‘boat’, /ew/ as in
‘sew’, /ow/ as in ‘tow’, /ough/ as in ‘dough.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long o” sound include: /oa/ as in ‘boat’, /ew/ as in
‘sew’, /ow/ as in ‘tow’, /ough/ as in ‘dough.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
of words containing these
phonograms with correct
pronunciation.
Correctly sorts words
containing phonograms that
represent the “long i"
phoneme when combined
with words from another key
sound folder.
X
X
Writes a list of words
containing phonograms that
represent the “long i"
phoneme.
X
X
Recognizes phonograms
representing the “long o"
phoneme and reads a variety
of words containing these
phonograms with correct
pronunciation.
X
X
Correctly sorts words
containing phonograms that
represent the “long o”
phoneme when combined
with words from another key
sound folder.
X
X
Writes a list of words
containing phonograms that
represent the “long o”
phoneme.
X
X
Recognizes phonograms
representing the “long u”
phoneme and reads a variety
of words containing these
phonograms with correct
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Long u” /ue/
(/ou/, /ui/)
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Two Sound
Phonemes /ou/, /oy/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Two Sound
Phonemes /ou/, /oy/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Two Sound
Phonemes /ou/, /oy/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Two Sound
Phonemes /ou/, /oy/
variety of prepared materials towards this aim. Phonograms
representing the “long u” sound include: /ue/ as in ‘blue’, /eu/ as in
‘neutral’, /oe/ as in ‘canoe’, /ou/ as in ‘you,’ /ui/ as in fruit, and /ew/ as
in ‘grew.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “long u” sound include: /ue/ as in ‘blue’, /eu/ as in
‘neutral’, /oe/ as in ‘canoe’, /ou/ as in ‘you,’ /ui/ as in fruit, and /ew/ as
in ‘grew.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The “Two Sound
Phonemes” refer to phonemes that include two vowel sounds within the
same syllable: /ou/ as in ‘about’, /ow/ as in ‘how and ‘oy/ as in “toy”,
/oi/ as in ‘soil’.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The “Two Sound
Phonemes” refer to phonemes that include two vowel sounds within the
same syllable: /ou/ as in ‘about’, /ow/ as in ‘how and ‘oy/ as in “toy”,
/oi/ as in ‘soil’.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The “Two Sound
Phonemes” refer to phonemes that include two vowel sounds within the
same syllable: /ou/ as in ‘about’, /ow/ as in ‘how and ‘oy/ as in “toy”,
/oi/ as in ‘soil’.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The “Two Sound
Phonemes” refer to phonemes that include two vowel sounds within the
same syllable: /ou/ as in ‘about’, /ow/ as in ‘how and ‘oy/ as in “toy”,
/oi/ as in ‘soil’.
pronunciation.
Correctly sorts words
containing phonograms that
represent the “long u”
phoneme when combined
with words from another key
sound folder.
X
X
Reads words containing the
‘two sound phonemes’ /ou/
and /oy/ and is able to
correctly pronounce the
words.
X
X
Recognizes phonograms
representing the /ou/ as in
‘aloud’ sound. These
include: /ow/ as in ‘how’,
/ough/ as in ‘plough’ /au/ as
in ‘Macau.’
X
X
Recognizes phonograms
representing the /oy/ as in
‘boy’ sound. These include:
/oi/ as in ‘Illinois.”
X
X
Correctly sorts words
containing /ou/ and /oy/
phonemes based on the
sounds they represent.
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Two Sound
Phonemes /ou/, /oy/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Bossy RPhonograms” /er/, /ar/,
/or/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Bossy RPhonograms” /er/, /ar/,
/or/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Bossy RPhonograms” /er/, /ar/,
/or/
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The “Two Sound
Phonemes” refer to phonemes that include two vowel sounds within the
same syllable: /ou/ as in ‘about’, /ow/ as in ‘how and ‘oy/ as in “toy”,
/oi/ as in ‘soil’.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. When a vowel (or
vowel pair) is followed by an r, the r changes the sound that the vowel
mekes, hence, the “Bossy R” title. The sound represented by the “rphonograms” include: /ar/ as in ‘car’ /er/ as in ‘her’, /or/, as in ‘for’,
/air/ asi in ‘hair’, and /ear/ as in ‘hear.’ Each of these phonemes
(sounds) are represented by multiple phonograms and therefore can be
a source of confusion. For example, the /er/ sound in ‘her,’ can be
represented by the /ar/ phonogram, as in ‘dollar.’ The students learn to
recognize the differences through various prepared exercices.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. When a vowel (or
vowel pair) is followed by an r, the r changes the sound that the vowel
mekes, hence, the “Bossy R” title. The sound represented by the “rphonograms” include: /ar/ as in ‘car’ /er/ as in ‘her’, /or/, as in ‘for’,
/air/ asi in ‘hair’, and /ear/ as in ‘hear.’ Each of these phonemes
(sounds) are represented by multiple phonograms and therefore can be
a source of confusion. For example, the /er/ sound in ‘her,’ can be
represented by the /ar/ phonogram, as in ‘dollar.’ The students learn to
recognize the differences through various prepared exercices.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. When a vowel (or
vowel pair) is followed by an r, the r changes the sound that the vowel
mekes, hence, the “Bossy R” title. The sound represented by the “rphonograms” include: /ar/ as in ‘car’ /er/ as in ‘her’, /or/, as in ‘for’,
/air/ asi in ‘hair’, and /ear/ as in ‘hear.’ Each of these phonemes
(sounds) are represented by multiple phonograms and therefore can be
a source of confusion. For example, the /er/ sound in ‘her,’ can be
represented by the /ar/ phonogram, as in ‘dollar.’ The students learn to
Writes a list of words
containinig /ou/ and /oy/
phonemes.
X
X
Reads words containing the
‘r-controlled phonograms’
and is able to correctly
pronounce the words.
X
X
Recognizes phonograms
representing the /er/ as in
‘her’ sound. These include:
/ar/ as in dollar, /ear/ as in
‘heard’, /ir/, as in ‘first’,
/our/ as in ‘courage’, /ur/ as
in ‘blur’ and /syr/ as in
syrup.
X
X
Recognizes phonograms
representing the /or/ as in
‘for’ sound. These include:
/aur/ as in dinosaur, /oar/ as
in ‘hoard’. /oor/, as in
‘floor’, /our/ as ‘four.’
X
X
X
recognize the differences through various prepared exercices.
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Bossy RPhonograms” /er/, /ar/,
/or/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Bossy RPhonograms” /er/, /ar/,
/or/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Bossy RPhonograms” /er/, /ar/,
/or/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Bossy RPhonograms” /er/, /ar/,
/or/
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. When a vowel (or
vowel pair) is followed by an r, the r changes the sound that the vowel
mekes, hence, the “Bossy R” title. The sound represented by the “rphonograms” include: /ar/ as in ‘car’ /er/ as in ‘her’, /or/, as in ‘for’,
/air/ asi in ‘hair’, and /ear/ as in ‘hear.’ Each of these phonemes
(sounds) are represented by multiple phonograms and therefore can be
a source of confusion. For example, the /er/ sound in ‘her,’ can be
represented by the /ar/ phonogram, as in ‘dollar.’ The students learn to
recognize the differences through various prepared exercises.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. When a vowel (or
vowel pair) is followed by an r, the r changes the sound that the vowel
mekes, hence, the “Bossy R” title. The sound represented by the “rphonograms” include: /ar/ as in ‘car’ /er/ as in ‘her’, /or/, as in ‘for’,
/air/ asi in ‘hair’, and /ear/ as in ‘hear.’ Each of these phonemes
(sounds) are represented by multiple phonograms and therefore can be
a source of confusion. For example, the /er/ sound in ‘her,’ can be
represented by the /ar/ phonogram, as in ‘dollar.’ The students learn to
recognize the differences through various prepared exercises.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. When a vowel (or
vowel pair) is followed by an r, the r changes the sound that the vowel
mekes, hence, the “Bossy R” title. The sound represented by the “rphonograms” include: /ar/ as in ‘car’ /er/ as in ‘her’, /or/, as in ‘for’,
/air/ asi in ‘hair’, and /ear/ as in ‘hear.’ Each of these phonemes
(sounds) are represented by multiple phonograms and therefore can be
a source of confusion. For example, the /er/ sound in ‘her,’ can be
represented by the /ar/ phonogram, as in ‘dollar.’ The students learn to
recognize the differences through various prepared exercises.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. When a vowel (or
Recognizes phonograms
representing the /air/ as in
‘hair’ sound. These include:
/ear/ as in bear, /eir/ as in
‘their’, /ere/, as in ‘there’,
/er/ as ‘error.’
X
X
Recognizes phonograms
representing the /ear/ as in
‘hear’ sound. These include:
/eer/ as in deer, /ear/ as in
‘dear’, /ier/ as in ‘tier’, /ere/
as ‘mere’, /yr/ as in ‘lyric.’
X
X
Correctly sorts words
containing r-controlled
phonograms based on the
sounds they represent.
X
X
Writes a list of words
containing r-controlled
phonograms words separated
based on their sound.
X
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short o” /au/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short o” /au/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short o” /au/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short and
Long oo” /oo/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short and
Long oo” /oo/
vowel pair) is followed by an r, the r changes the sound that the vowel
mekes, hence, the “Bossy R” title. The sound represented by the “rphonograms” include: /ar/ as in ‘car’ /er/ as in ‘her’, /or/, as in ‘for’,
/air/ asi in ‘hair’, and /ear/ as in ‘hear.’ Each of these phonemes
(sounds) are represented by multiple phonograms and therefore can be
a source of confusion. For example, the /er/ sound in ‘her,’ can be
represented by the /ar/ phonogram, as in ‘dollar.’ The students learn to
recognize the differences through various prepared exercises.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “short o” sound include: /au/ as in ‘haunt’, /aw/ as in
‘paw’, /augh/ as in ‘taught’, /a/ as in ‘father.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “short o” sound include: /au/ as in ‘haunt’, /aw/ as in
‘paw’, /augh/ as in ‘taught’, /a/ as in ‘father.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Phonograms
representing the “short o” sound include: /au/ as in ‘haunt’, /aw/ as in
‘paw’, /augh/ as in ‘taught’, /a/ as in ‘father.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The Phonogram /oo/
actually represents 3 different sounds. The “short u” sound is found in
‘blood’ and ‘flood.’ This material focuses on the short ‘oo’ sound is
found in ‘book’, ‘hook’, ‘cook’ and ‘foot’ and the long ‘oo’ sound is
found in ‘boot’, ‘root’, ‘tooth’, and ‘zoo’.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The Phonogram /oo/
actually represents 3 different sounds. The “short u” sound is found in
‘blood’ and ‘flood.’ This material focuses on the short ‘oo’ sound is
Recognizes phonograms
representing the “short o”
phoneme and reads a variety
of words containing these
phonograms with correct
pronunciation. /au/ as in
‘caught’ and /aw/ as in
‘thaw.’
Correctly sorts words
containing phonograms that
represent the “short o”
phoneme when combined
with words from another key
sound folder.
X
X
X
X
Writes a list of words
containing phonograms that
represent the “short o”
phoneme.
X
X
Reads various words
containing the ‘oo’
phonogram and recognizes
when to pronounce the short
versus long sound: short as
in ‘foot’ versus long as in
‘zoo.’
X
X
When given a mixture of
words with/oo/ representing
the short and long /oo/
sounds, is able to correctly
sort the words. For example,
soon, broom, zoom, and
ballon in one pile and look,
book, cook, and wood in
X
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short and
Long oo” /oo/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short u” /ou/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) “Short u” /ou/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /sh/ and /ch/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /sh/ and /ch/
Beginning
reading: Long
Phonograms (Key
Sounds) /sh/ and /ch/
found in ‘book’, ‘hook’, ‘cook’ and ‘foot’ and the long ‘oo’ sound is
found in ‘boot’, ‘root’, ‘tooth’, and ‘zoo’.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The Phonogram /oo/
actually represents 3 different sounds. The “short u” sound is found in
‘blood’ and ‘flood.’ This material focuses on the short ‘oo’ sound is
found in ‘book’, ‘hook’, ‘cook’ and ‘foot’ and the long ‘oo’ sound is
found in ‘boot’, ‘root’, ‘tooth’, and ‘zoo’.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. A “short u” sound as in
‘mud’ is represented by multiple phonograms including /oo/ as in
‘flood,’ and ‘blood.’ It’s also represented by /o/ as in ‘son’. /oe/ as in
‘does’, and /ou/ as in ‘touch.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. A “short u” sound as in
‘mud’ is represented by multiple phonograms including /oo/ as in
‘flood,’ and ‘blood.’ It’s also represented by /o/ as in ‘son’. /oe/ as in
‘does’, and /ou/ as in ‘touch.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /sh/ sound as in
‘push’ is represented by /ce/ as in ‘ocean’, /ci/ as in social’ /ch/ as in
‘chef’, /si/ as in ‘session’ /ti/ as in ‘lotion.’ The /ch/ such as in ‘much’
is represented by /cc/ as in /cappucino’, /tch/ as in ‘catch’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /sh/ sound as in
‘push’ is represented by /ce/ as in ‘ocean’, /ci/ as in social’ /ch/ as in
‘chef’, /si/ as in ‘session’ /ti/ as in ‘lotion.’ The /ch/ such as in ‘much’
is represented by /cc/ as in /cappucino’, /tch/ as in ‘catch’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
another.
Writes a list of ‘oo’ words
separated based on their
sound.
X
X
Recognizes phonograms
representing the ‘short u’
phoneme and reads a variety
of words containing these
phonograms with correct
pronunciation.
X
X
Writes a list of words
containing phonograms that
represent the “short u”
phoneme.
X
X
Reads words containing the
phonemes /sh/ as in ‘rush’
and /ch/ as in ‘rich’ and is
able to correctly pronounce
the words.
X
X
Recognizes phonograms
representing the /sh/ as in
‘ruch’ sound. These include”
/ce/ as in ‘ocean’, /ci/ as in
‘social’ /ch/ as in ‘chef’, /si/
as in ‘session’ /ti/ as in
‘lotion.’
X
X
Recognizes phonograms
representing the /ch/ as in
X
X
X
Vowels and
Phonograms
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /sh/ and /ch/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /sh/ and /ch/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /ph/, /gh/, /qu/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /ph/, /gh/, /qu/
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /sh/ sound as in
‘push’ is represented by /ce/ as in ‘ocean’, /ci/ as in social’ /ch/ as in
‘chef’, /si/ as in ‘session’ /ti/ as in ‘lotion.’ The /ch/ such as in ‘much’
is represented by /cc/ as in /cappucino’, /tch/ as in ‘catch’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /sh/ sound as in
‘push’ is represented by /ce/ as in ‘ocean’, /ci/ as in social’ /ch/ as in
‘chef’, /si/ as in ‘session’ /ti/ as in ‘lotion.’ The /ch/ such as in ‘much’
is represented by /cc/ as in /cappucino’, /tch/ as in ‘catch’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /sh/ sound as in
‘push’ is represented by /ce/ as in ‘ocean’, /ci/ as in social’ /ch/ as in
‘chef’, /si/ as in ‘session’ /ti/ as in ‘lotion.’ The /ch/ such as in ‘much’
is represented by /cc/ as in /cappucino’, /tch/ as in ‘catch’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /ph/, /gh/, and /qu/
phonograms can represent sounds that are more commonly associated
with other consonants. Both /ph/ and /gh/ can represent the /f/ sound as
in ‘fun’ and /qu/ makes the /k/ sound as in ‘kit.’ Words including the
/ph/, /gh/ and /qu/ phonograms associated with the /f/ and /k/ sounds
include: phonogram, phone, phase, photo, physics, laugh, cough,
rough, tough, enough, boutique, croquet, bouquet, clique.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /ph/, /gh/, and /qu/
phonograms can represent sounds that are more commonly associated
with other consonants. Both /ph/ and /gh/ can represent the /f/ sound as
in ‘fun’ and /qu/ makes the /k/ sound as in ‘kit.’ Words including the
/ph/, /gh/ and /qu/ phonograms associated with the /f/ and /k/ sounds
include: phonogram, phone, phase, photo, physics, laugh, cough,
rough, tough, enough, boutique, croquet, bouquet, clique.
‘rich’ sound. These include:
/cc/ as in ‘cappuccino’, /tch/
as in ‘catch.
Correctly sorts words
containing /sh/ and /ch/
phonemes based on the
sounds they represent.
X
X
Writes a list of words
containing /sh/ and /ch/
phonemes.
X
X
Reads words containing the
/ph/, /gh/ and /qu/
phonograms and pronounces
them correctly according to
their usage.
X
X
Reads and writes words
containing /ph/ phonogram
such as: dolphin, elephant,
phone, photo, orphan, graph,
sphere.
X
X
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /ph/, /gh/, /qu/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /ph/, /gh/, /qu/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /c/ and /g/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /c/ and /g/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) /c/ and /g/
Beginning
reading: Long
Phonograms (Key
Sounds) Silent Letters
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /ph/, /gh/, and /qu/
phonograms can represent sounds that are more commonly associated
with other consonants. Both /ph/ and /gh/ can represent the /f/ sound as
in ‘fun’ and /qu/ makes the /k/ sound as in ‘kit.’ Words including the
/ph/, /gh/ and /qu/ phonograms associated with the /f/ and /k/ sounds
include: phonogram, phone, phase, photo, physics, laugh, cough,
rough, tough, enough, boutique, croquet, bouquet, clique.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The /ph/, /gh/, and /qu/
phonograms can represent sounds that are more commonly associated
with other consonants. Both /ph/ and /gh/ can represent the /f/ sound as
in ‘fun’ and /qu/ makes the /k/ sound as in ‘kit.’ Words including the
/ph/, /gh/ and /qu/ phonograms associated with the /f/ and /k/ sounds
include: phonogram, phone, phase, photo, physics, laugh, cough,
rough, tough, enough, boutique, croquet, bouquet, clique.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The soft sounds of /c/
and /g/ are found in a variety of words such as ‘pencil’ and ‘scent’ and
‘edges/ and ‘magic.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The soft sounds of /c/
and /g/ are found in a variety of words such as ‘pencil’ and ‘scent’ and
‘edges/ and ‘magic.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The soft sounds of /c/
and /g/ are found in a variety of words such as ‘pencil’ and ‘scent’ and
‘edges/ and ‘magic.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
Reads and writes words
containing the /gh/
phonogram representing the
/f/ sound such as: rough,
tough, enough, cough,
slough.
X
X
When a mixture of words
with /qu/ representing
different sounds, is able to
correctly sort the words. For
example, unique, croquet,
bouquet in one pile and
queen, quest, and equal in
another.
X
X
Reads various words
containing the soft sounds of
/c/ and /g/ is able to
recognize when to
pronounce the soft versus
hard sound of these letters.
X
X
When given a mixture of
words with /c/ representing a
hard and a soft sound, is able
to correctly sort the words.
For example, pencil, race,
and cancel in one pile and
secret, soccer and static in
another.
When given a mixture of
words with /g/ representing a
hard and a soft sound, is able
to correctly sort the words.
For example, gem, magic,
and stingy, in one pile and
gum, muggy, and sting in
another.
Reads various words
containing the silent letters
X
X
X
X
X
X
X
Vowels and
Phonograms
/b/, /d/, /g/, /h/, /t/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Silent Letters
/b/, /d/, /g/, /h/, /t/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Silent Letters
/b/, /d/, /g/, /h/, /t/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Silent Letters
/b/, /d/, /g/, /h/, /t/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Silent Letters
/b/, /d/, /g/, /h/, /t/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Silent Letters
/b/, /d/, /g/, /h/, /t/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /ed/,
/ies/
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Silent Letters /b/, /d/,
/g/, /h/ and /t/ are found in a variety of words: /b/ as in ‘debt’, /d/ as in
‘judge’, /g/ as in ‘sign’, /h/ as in ‘honor’, /t/ as in ‘listen.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Silent Letters /b/, /d/,
/g/, /h/ and /t/ are found in a variety of words: /b/ as in ‘debt’, /d/ as in
‘judge’, /g/ as in ‘sign’, /h/ as in ‘honor’, /t/ as in ‘listen.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Silent Letters /b/, /d/,
/g/, /h/ and /t/ are found in a variety of words: /b/ as in ‘debt’, /d/ as in
‘judge’, /g/ as in ‘sign’, /h/ as in ‘honor’, /t/ as in ‘listen.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Silent Letters /b/, /d/,
/g/, /h/ and /t/ are found in a variety of words: /b/ as in ‘debt’, /d/ as in
‘judge’, /g/ as in ‘sign’, /h/ as in ‘honor’, /t/ as in ‘listen.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Silent Letters /b/, /d/,
/g/, /h/ and /t/ are found in a variety of words: /b/ as in ‘debt’, /d/ as in
‘judge’, /g/ as in ‘sign’, /h/ as in ‘honor’, /t/ as in ‘listen.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. Silent Letters /b/, /d/,
/g/, /h/ and /t/ are found in a variety of words: /b/ as in ‘debt’, /d/ as in
‘judge’, /g/ as in ‘sign’, /h/ as in ‘honor’, /t/ as in ‘listen.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
of /b/, /d/, /g/, /h/ and /t/ and
pronounces them correctly.
Reads and writes words
containing the silent letter
/b/. such as: lamb, limb,
thumb, crumb, debt,
plumber.
X
X
Reads and writes words
containing the silent letter
/d/. such as: ledge, judge,
hedge, grudge, badge,
bridge, Wednesday,
handsome.
X
X
Reads and writes words
containing the silent letter
/g/. such as: sign, sigh, feign,
reign, gnome, gnaw, gnarl.
X
X
Reads and writes words
containing the silent letter
/h/. Such as: hour, heir,
honest, ghost, rhyme,
exhaust.
X
X
Reads and writes words
containing the silent letter /t/.
such as: fasten, listen, castle,
wrestle, whistle, Christmas.
X
X
Reads words containing the
ending phonograms /ed/ and
/ies/. Is able to pronounce
them correctly.
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /ed/,
/ies/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /ed/,
/ies/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /en/,
/ing/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /tion/,
/sion/, /ture/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /tion/,
/sion/, /ture/
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The following are
phonograms added to the end of words: /ed/, /ies/. Each of the
phonograms represent more than one sound depending on their usage.
For example, /ed/ sounds like /t/ in ‘walked’ and like /d/ in ‘crawled.’
/ies/ sounds like ‘eyes’ in ‘spies’ and like ‘ease’ in ‘candies.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The following are
phonograms added to the end of words: /ed/, /ies/. Each of the
phonograms represent more than one sound depending on their usage.
For example, /ed/ sounds like /t/ in ‘walked’ and like /d/ in ‘crawled.’
/ies/ sounds like ‘eyes’ in ‘spies’ and like ‘ease’ in ‘candies.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The following are
phonograms added to the end of words: /ed/, /ies/. Each of the
phonograms represent more than one sound depending on their usage.
For example, /ed/ sounds like /t/ in ‘walked’ and like /d/ in ‘crawled.’
/ies/ sounds like ‘eyes’ in ‘spies’ and like ‘ease’ in ‘candies.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The following are
phonograms added to the end of words: /en/, /ing/.
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The ending sounds of
/tion/, /sion/ and /ture/ are found in a variety of words such as
‘instruction,’ ‘division’ and ‘picture.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The ending sounds of
/tion/, /sion/ and /ture/ are found in a variety of words such as
‘instruction,’ ‘division’ and ‘picture.’
Reads and writes words
ending in the /ed/
phonogram. Recognizes the
different sounds represented
by -/ed/ in different words.
Such as the /t/ sound in:
asked, baked, walked, and
the /d/ sound in: called,
stayed, cried, and the /id/
sound in: acted, crowded,
needed.
Reads and writes words
ending in the /ies/
phonogram. Recognizes the
different sounds represented
by /ies/ in different words.
Such as the /eyes/ sound in:
flies. Spies, cries, and the
/ease/ sound in: berries,
candies, bodies.
X
X
X
X
Reads words containing the
ending phonograms: /en/ and
/ing/. Is able to pronounce
them correctly.
X
X
Reads words containing the
ending sounds of /tion/,
/sion/ and /ture/ is able to
pronounce them correctly.
X
X
Reads and writes words
containing the ending sound
of /tion/ as in action. Such
as: fiction, option, question,
fraction, addition,
subtraction, multiplication.
X
X
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /tion/,
/sion/, /ture/
Beginning
reading: Long
Vowels and
Phonograms
Phonograms (Key
Sounds) Endings /tion/,
/sion/, /ture/
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Long Vowel
Sounds)
Beginning
reading: Long
Object Box 3:
Objects/Pictures to
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The ending sounds of
/tion/, /sion/ and /ture/ are found in a variety of words such as
‘instruction,’ ‘division’ and ‘picture.’
Key Sound is a name given to the phonetic sounds (phonemes) that
make up words. Phonograms are the individual arrangements of letter
that represent phonemes. The same phoneme (key sound) can be
represented by multiple phonograms. As mastery of phonetic elements
is necessary for success in decoding and spelling, students work with a
variety of prepared materials towards this aim. The ending sounds of
/tion/, /sion/ and /ture/ are found in a variety of words such as
‘instruction,’ ‘division’ and ‘picture.’
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
Reads and writes words
containing the ending sound
of /sion/ as in vision. Such
as: admission, discussion,
comparission, division,
tension, passion.
X
X
Reads and writes words
containing the ending sound
/ture/ as in picture. Such as:
lecture, texture, adventure,
mixture, structure, posture.
X
X
Works independently to
match words containing long
vowel sounds with objects.
X
X
Works independently to
match words containing long
vowel sounds with pictures.
X
X
Works independently to
match words with the “long
a” vowel sound with
objects/pictures such as:
cake, snake, gate, train,
chain, sleigh.
X
X
Works independently to
match words with the “long
i" vowel sound with
objects/pictures such as:
bike, kite, dime, lime, light,
pie, dry, guide.
X
X
Works independently to
match words with “long o”
X
X
Vowels and
Phonograms
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Long Vowel
Sounds)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Varied
Phonograms)
Beginning
reading: Long
Vowels and
Phonograms
Object Box 3:
Objects/Pictures to
Words (Varied
Phonograms)
Beginning
reading: Long
Vowels and
Phonograms
Phonogram Dictionary
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include long vowel sounds. The child has
completed the phonogram work and is familiar with different letter
arrangements that represent long vowel sounds. The objects or pictures
are taken out of the box and placed at the right side of the rug. The
child reads the corresponding word card and places it next to the object
or picture. For the “long a” vowel sound the objects/pictures might be
of items such as: cake, snake, gates, train, chain, tray, hay.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include a variety of phonograms that the
child has previously encountered. The objects or pictures are taken out
of the box and placed at the right side of the rug. The child reads the
corresponding word card and placed it next to the object or picture.
Example words include: dinosaur, bear, bread, glove, ladder, bird,
phone, ocean, lotion, barn, toy, lamb.
The Object Boxes include objects/pictures that have a specific pattern.
In this activity the words all include a variety of phonograms that the
child has previously encountered. The objects or pictures are taken out
of the box and placed at the right side of the rug. The child reads the
corresponding word card and placed it next to the object or picture.
Example words include: dinosaur, bear, bread, glove, ladder, bird,
phone, ocean, lotion, barn, toy, lamb.
The phonogram dictionary is a tool that can be used to figure out how
to read words containing unfamiliar phonograms. The first page of the
dictionary contains a reminder of all the key sounds that are
represented with the sandpaper letters and double sandpaper letters.
The rest of the book contains tabs for phonograms. Students can look
up the phonograms as they read and discover how to pronounce that
vowel sound with
objects/pictures such as:
boat, coat, soap, note, globe,
rose, bow, doe, toe.
Works independently to
match words with the “long
u” vowel sound with
objects/pictures such as:
flute, cube, tube, fruit, canoe,
blue, soup, boot, tooth.
X
X
Reads individual word cards
in the absence of
objects/pictures.
X
X
Writes word labels
independently based on the
individual objects/pictures.
X
X
Works independently to
match words containing a
variety of phonograms with
objects.
X
X
Works independently to
match words containing a
variety of phonograms with
pictures.
X
X
X
X
Can find phonograms
contained in targeted words
in the phonogram dictionary.
X
Beginning
reading: Long
Vowels and
Phonograms
Phonogram Dictionary
Beginning
reading: Long
Vowels and
Phonograms
Phonogram Dictionary
Beginning
reading: Long
Vowels and
Phonograms
Puzzle Words / Sight
Words (Set 2: Reading)
Beginning
reading: Long
Vowels and
Phonograms
Puzzle Words / Sight
Words (Set 2: Reading)
Beginning
reading: Long
Vowels and
Phonograms
Puzzle Words / Sight
Words (Set 2: Reading)
Beginning
reading: Long
Vowels and
Phonograms
Puzzle Words / Sight
Words (Set 2: Reading)
combination of letters. Some phonograms represent more than one
sound. Students use their judgement and the context (when reading
connected texts) to determine which sound makes sense for the word
they are trying to decode.
The phonogram dictionary is a tool that can be used to figure out how
to read words containing unfamiliar phonograms. The first page of the
dictionary contains a reminder of all the key sounds that are
represented with the sandpaper letters and double sandpaper letters.
The rest of the book contains tabs for phonograms. Students can look
up the phonograms as they read and discover how to pronounce that
combination of letters. Some phonograms represent more than one
sound. Students use their judgment and the context (when reading
connected texts) to determine which sound makes sense for the word
they are trying to decode.
The phonogram dictionary is a tool that can be used to figure out how
to read words containing unfamiliar phonograms. The first page of the
dictionary contains a reminder of all the key sounds that are
represented with the sandpaper letters and double sandpaper letters.
The rest of the book contains tabs for phonograms. Students can look
up the phonograms as they read and discover how to pronounce that
combination of letters. Some phonograms represent more than one
sound. Students use their judgment and the context (when reading
connected texts) to determine which sound makes sense for the word
they are trying to decode.
Puzzle Words are non-phonetic words; they are introduced once the
child has practiced with decoding words, as they do not contain the
same phonetic rules as the child has been taught, hence they are called
“puzzle words.” We explain to the child that the word does not follow
our rules life other words, and so we call them “puzzle words.” The
word is read aloud and put into context by the teacher, who teaches the
child the words using a three-period lesson.
Puzzle Words are non-phonetic words; they are introduced once the
child has practiced with decoding words, as they do not contain the
same phonetic rules as the child has been taught, hence they are called
“puzzle words.” We explain to the child that the word does not follow
our rules life other words, and so we call them “puzzle words.” The
word is read aloud and put into context by the teacher, who teaches the
child the words using a three-period lesson.
Puzzle Words are non-phonetic words; they are introduced once the
child has practiced with decoding words, as they do not contain the
same phonetic rules as the child has been taught, hence they are called
“puzzle words.” We explain to the child that the word does not follow
our rules life other words, and so we call them “puzzle words.” The
word is read aloud and put into context by the teacher, who teaches the
child the words using a three-period lesson.
Puzzle Words are non-phonetic words; they are introduced once the
child has practiced with decoding words, as they do not contain the
same phonetic rules as the child has been taught, hence they are called
“puzzle words.” We explain to the child that the word does not follow
our rules life other words, and so we call them “puzzle words.” The
Can use the context in the
phonogram dictionary to
figure out how to read
unknown words.
X
X
X
Can determine which sound
among choices makes sense
for a specific phonogram
based on context.
X
X
X
Student is able to accurately
point to specific puzzle
words when hearing them, as
a part of a three period
lesson.
X
X
X
Student is able to accurately
read specific puzzle words
when asked, as a part of
three period lessons.
X
X
X
Student can silently read
puzzle words after receiving
three period lesson.
X
X
X
Student can spell the puzzle
words from set 2 aloud.
X
X
X
Beginning
reading: Long
Vowels and
Phonograms
Puzzle Words / Sight
Words (Set 2: Spelling)
Beginning
reading: Long
Vowels and
Phonograms
Large Moveable
Alphabet: Building
Words (Phonograms)
Beginning
reading: Long
Vowels and
Phonograms
Reading Sentence
Strips (Phonograms)
Beginning
reading: Long
Vowels and
Phonograms
Reading Sentence
Strips (Phonograms)
Beginning
reading: Long
Reading Sentence
Strips (Phonograms)
word is read aloud and put into context by the teacher, who teaches the
child the words using a three-period lesson.
Puzzle Words are non-phonetic words; they are introduced once the
child has practiced with decoding words, as they do not contain the
same phonetic rules as the child has been taught, hence they are called
“puzzle words.” We explain to the child that the word does not follow
our rules life other words, and so we call them “puzzle words.” The
word is read aloud and put into context by the teacher, who teaches the
child the words using a three-period lesson. After learning to read
puzzle words, students also learn how to spell and write them. The
second set of puzzle words are grouped by some common difficult
second set of puzzle words are grouped by some common difficult
pattern (such as silent b, or complex vowel pattern).
In this activity the child uses the letters from the large moveable
alphabet to build words including a variety of phonograms. The child
generates their own sentence phrases and combines their expanding
word knowledge of short vowels, long vowels, consonant blends and
phonograms to encode a variety of words.
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentence. The
sentences provide simple descriptions composed of words that the child
has encountered in previous work. This activity encourages the child to
read for meaning and gives experience with sentence structure.
Initially, the child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses with the work,
they will rely less on the contextual cues from the picture and be able
to reverse the sequence of actions whereby they will first lay the
sentence on the mat, and then find the picture described. As the final
step of mastery with this work, the child will read the sentence and
draw their own picture of what is described in the sentence. This
activity provides practice with reading words in the context of
complete sentences. (Examples sentences include: “The boy ran to the
lake and took a swim” and “The girl rode her bike to the ball game.”)
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentence. The
sentences provide simple descriptions composed of words that the child
has encountered in previous work. This activity encourages the child to
read for meaning and gives experience with sentence structure.
Initially, the child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses with the work,
they will rely less on the contextual cues from the picture and be able
to reverse the sequence of actions whereby they will first lay the
sentence on the mat, and then find the picture described. As the final
step of mastery with this work, the child will read the sentence and
draw their own picture of what is described in the sentence. This
activity provides practice with reading words in the context of
complete sentences. (Examples sentences include: “The boy ran to the
lake and took a swim” and “The girl rode her bike to the ball game.”)
In this activity, the child is presented with pictures that have
corresponding sentence strips containing complete sentence. The
Student can write (using
moveable alphabet,
sandpaper letters, pencil and
paper or other materials)
puzzle words (set 2) with
accurate spelling.
X
X
X
Builds words including
phonograms when using the
Large Moveable Alphabet.
X
X
X
With pictures displayed on
the mat, is able to identify
the corresponding sentence
strips (including words with
phonograms) to describe the
picture.
X
X
X
With sentence strips
(including words with
phonograms) on the mat, is
able to identify the
corresponding pictures being
described.
X
X
X
X
X
Reads the sentence strips
(including words with
X
Vowels and
Phonograms
Beginning
reading: Long
Vowels and
Phonograms
Reading Beginner
Books (Phonograms)
Beginning
reading: Long
Vowels and
Phonograms
Phonogram Booklets:
Reading and Dictation
Beginning
reading: Long
Vowels and
Phonograms
Phonogram Booklets:
Reading and Dictation
Building
Vocabulary
Classified
Nomenclature Cards:
Practical Life
Building
Vocabulary
Classified
Nomenclature Cards:
Practical Life
sentences provide simple descriptions composed of words that the child
has encountered in previous work. This activity encourages the child to
read for meaning and gives experience with sentence structure.
Initially, the child places the pictures on the mat and then matches the
corresponding sentence strips. As the child progresses with the work,
they will rely less on the contextual cues from the picture and be able
to reverse the sequence of actions whereby they will first lay the
sentence on the mat, and then find the picture described. As the final
step of mastery with this work, the child will read the sentence and
draw their own picture of what is described in the sentence. This
activity provides practice with reading words in the context of
complete sentences. (Examples sentences include: “The boy ran to the
lake and took a swim” and “The girl rode her bike to the ball game.”)
The child is introduced to the beginner reader books in the classroom.
These books are typically short (8 – 12 pages) and contain carefully
selected words that the child will recognize or be able to sound out.
Children are motivated as they recognize and read words in the context
of simple text. The child first reads the book with the Montessori guide
and reads each page aloud. As part of laying a solid foundation for
reading comprehension skills, the child is asked questions about key
details, asked to predict what might come next, and asked to
summarize and retell the story. Often students will take the book home
to share with their family.
Phonogram booklets contain commonly used words that involve a
variety of phonograms. Students work with the phonogram booklets
independently or in pairs. Independently, a student might read and
write the words down on a piece of paper. In pairs, a student might read
the words and the individual letters as another student writes them
down.
Phonogram booklets contain commonly used words that involve a
variety of phonograms. Students work with the phonogram booklets
independently or in pairs. Independently, a student might read and
write the words down on a piece of paper. In pairs, a student might read
the words and the individual letters as another student writes them
down.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
phonograms) and then draws
their own corresponding
picture.
Silently reads a beginner
reader to practice
phonograms.
X
X
X
Reads words from booklets
while another child takes
dictation.
X
X
X
Takes dictation from another
child reading from the
Phonogram Booklets.
X
X
X
Reads words related to
practical life using multiple
sets of cards and sorts into
different categories.
Reads definitions related to
practical life using multiple
sets of cards and sorts into
different categories.
X
X
X
X
Building
Vocabulary
Classified
Nomenclature Cards:
Practical Life
Building
Vocabulary
Classified
Nomenclature Cards:
Sensorial
Building
Vocabulary
Classified
Nomenclature Cards:
Sensorial
Building
Vocabulary
Classified
Nomenclature Cards:
Sensorial
Building
Vocabulary
Classified
Nomenclature Cards:
Zoology
Building
Vocabulary
Classified
Nomenclature Cards:
Zoology
Building
Vocabulary
Classified
Nomenclature Cards:
Zoology
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Builds vocabulary by
working with words related
to practical life.
X
X
X
Builds vocabulary by
working with words related
to the sense.
X
X
X
X
X
X
X
X
Reads words related to the
senses using multiple sets of
cards and sorts into different
categories.
Reads definitions related to
the senses using multiple sets
of cards and sorts into
different categories.
Builds vocabulary by
workding with words related
to zoology.
Reads words related to
zoology using multiple sets
of cards and sorts into
different categories.
Reads definitions related to
zoology using multiple sets
of cards and sorts into
different categories.
X
X
X
X
X
X
X
X
Building
Vocabulary
Classified
Nomenclature Cards:
Geography
Building
Vocabulary
Classified
Nomenclature Cards:
Geography
Building
Vocabulary
Classified
Nomenclature Cards:
Geometry
Building
Vocabulary
Classified
Nomenclature Cards:
Geometry
Building
Vocabulary
Classified
Nomenclature Cards:
Botany
Building
Vocabulary
Classified
Nomenclature Cards:
Botany
Building
Vocabulary
Classified
Nomenclature Cards:
Botany
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Throughout the Montessori primary classroom environment there are
many nomenclature cards which give the correct name for things found
in the geometry, botany, zoology, geography, practical life and
sensorial areas of the classroom. The child is encouraged to use these
cards as another way to develop vocabulary and reading skills. The
Classified Nomenclature cards are cards which are categorized and so
the child is able to sort the cards fairly easily.
Builds vocabulary by
working with words related
to geography.
X
Reads words related to
mathematics, including
geometry, using multiple sets
of cards and sorts into
different categories.
X
X
X
X
Reads definitions related to
mathematics, including
geometry, using multiple sets
of cards and sorts into
different categories.
X
X
Builds vocabulary by
working with words related
to mathematics; including
geometry.
X
X
X
Builds vocabulary by
working with words related
to botany.
X
X
X
X
X
X
X
X
Reads words related to
botany using multiple sets of
cards and sorts into different
categories.
Reads definitions related to
botany using multiple sets of
cards and sorts into different
categories.
X
Building
Vocabulary
Animals and Their
Homes
Building
Vocabulary
Animals and Their
Sounds
Building
Vocabulary
Animals and Their
Young
Building
Vocabulary
Command Cards:
Simple Sentences
Building
Vocabulary
Command Cards:
Compound Sentences
Building
Vocabulary
Command Cards:
Complex Sentences
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Noun Game: Key
Experience with Nouns
This activity brings a certain familiarity to the child, as they are often
very interested in different animals at this age. This activity encourages
the child to make associations between animals and a variety of related
animal activities and environments. It encourages comprehension,
provides information that can be connected to the study of zoology,
develops vocabulary, and also aids in writing skills.
This activity brings a certain familiarity to the child, as they are often
very interested in different animals at this age. This activity encourages
the child to make associations between animals and a variety of related
animal activities and environments. It encourages comprehension,
provides information that can be connected to the study of zoology,
develops vocabulary, and also aids in writing skills.
This activity brings a certain familiarity to the child, as they are often
very interested in different animals at this age. This activity encourages
the child to make associations between animals and a variety of related
animal activities and environments. It encourages comprehension,
provides information that can be connected to the study of zoology,
develops vocabulary, and also aids in writing skills.
There are variety of command cards so that the child can read from a
variety of sentences and commands ranging from simple to complex.
The action involved in this activity helps create a kinesthetic
experience around something that could be quite passive, and it also
encourages the child is movement, which further cements the
understanding of the command.
There are variety of command cards so that the child can read from a
variety of sentences and commands ranging from simple to complex.
The action involved in this activity helps create a kinesthetic
experience around something that could be quite passive, and it also
encourages the child is movement, which further cements the
understanding of the command.
There are variety of command cards so that the child can read from a
variety of sentences and commands ranging from simple to complex.
The action involved in this activity helps create a kinesthetic
experience around something that could be quite passive, and it also
encourages the child is movement, which further cements the
understanding of the command.
The Noun Game is sometimes used in conjunction with a material
called The Farm (or a miniature environment). In this game the teacher
announces that they will be learning about nouns. And then the teacher
asks the student to bring things to her, leaving out a noun at times. The
teacher might say “Please bring me the stapler,” and then say “Please
bring me the.” The children become confused by this, as they do not
have a complete direction. Some will walk around the room bringing
things the teacher doesn’t want, and others may say it can’t be done.
The game is played as long as the children show interest in it.
Sometimes, teachers will give an explanations and name the Function
Word; others have been trained to let the children discover it. No
matter which method is used, the experience for the children is the
same; once the game is over, the children have an understanding of
nouns as words that name items.
Reads and matches the
names of animals with their
homes.
X
X
X
Reads and matches the
names of animals with their
sounds.
X
X
X
X
X
Reads and matches the
names of animals with their
young.
Reads simple sentences and
demonstrates understanding
(Command Cards).
X
X
X
Reads compound sentences
and demonstrates
understanding (Command
Cards).
X
X
X
Reads complex sentences
and demonstrates
understanding (Command
Cards).
X
X
X
X
X
Displays an awareness of
nouns as words that name
things.
X
X
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Nouns: Labeling the
Miniature Environment
(The Farm)
In this activity the child places labels with the names of objects on or
next to the actual objects. For example, they would place the label for
‘barn’ on the actual barn in the set. Through this activity the child
solidifies the concept that nouns are the words we use to name objects.
At times, the grammar symbol for the noun, a solid black triangle, is
introduced at this stage.
In this activity the child places labels with the names of objects on or
next to the actual objects. For example, they would place the label for
‘barn’ on the actual barn in the set. Through this activity the child
solidifies the concept that nouns are the words we use to name objects.
At times, the grammar symbol for the noun, a solid black triangle, is
introduced at this stage.
In this activity the child places labels with the names of objects on or
next to the actual objects. For example, they would place the label for
‘barn’ on the actual barn in the set. Through this activity the child
solidifies the concept that nouns are the words we use to name objects.
At times, the grammar symbol for the noun, a solid black triangle, is
introduced at this stage.
In this activity the child reads labels for moveable and immovable
objects in the classroom and either brings an object to the mat to be
labeled (movable) or takes the label to the object (immovable)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Nouns: Labeling the
Miniature Environment
(The Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Nouns: Labeling the
Miniature Environment
(The Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Nouns: Moveable and
Immovable Objects
Nouns: Moveable and
Immovable Objects
In this activity the child reads labels for moveable and immovable
objects in the classroom and either brings an object to the mat to be
labeled (movable) or takes the label to the object (immovable)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Nouns: Moveable and
Immovable Objects
In this activity the child reads labels for moveable and immovable
objects in the classroom and either brings an object to the mat to be
labeled (movable) or takes the label to the object (immovable)
Nouns: Moveable and
Immovable Objects
Nouns: Singular and
Plural
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Nouns: Singular and
Plural
Places noun labels next to
their corresponding objects
in the miniature
environment.
X
Records nouns from the
miniature environment in a
list or booklet format.
X
X
X
X
Symbolizes nouns from the
miniature environment, or
from independently written
work.
X
X
X
Reads noun labels and places
them next to their
corresponding immovable
objects in the classroom
environment.
Reads noun labels and
collects and arranges the
corresponding movable
objects from the classroom;
places the labels next to the
immovable objects in the
classroom.
Independently creates noun
labels for movable and
immovable objects in the
classroom environment.
X
X
X
X
X
X
X
In this activity the child reads labels for moveable and immovable
objects in the classroom and either brings an object to the mat to be
labeled (movable) or takes the label to the object (immovable)
Records nouns from the
classroom environment in a
list or booklet format.
X
X
X
In this activity a clear contrast between singular and plural is presented
in the form of objects with their accompanying labels. The child works
to arrange singular objects in the singular objects in the “Singular”
column and corresponding multiple objects in the “Plural” column. In
addition, the student arranges labels that correctly reflect the singular
and plural versions of the nouns.
In this activity a clear contrast between singular and plural is presented
in the form of objects with their accompanying labels. The child works
to arrange singular objects in the singular objects in the “Singular”
column and corresponding multiple objects in the “Plural” column. In
Works with the materials as
demonstrated to arrange
labeled columns of
“Singular” and “Plural”
nouns.
X
X
X
X
Records singular and plural
versions of nouns from the
miniature environment or
elsewhere, in alist or booklet
X
X
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Nouns: Singular and
Plural
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Article Game: Key
Experience with
Articles
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Articles: Labeling the
Miniature Environment
(The Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Articles: Labeling the
Miniature Environment
(The Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Articles: Labeling the
Miniature Environment
(The Farm)
addition, the student arranges labels that correctly reflect the singular
and plural versions of the nouns.
In this activity a clear contrast between singular and plural is presented
in the form of objects with their accompanying labels. The child works
to arrange singular objects in the singular objects in the “Singular”
column and corresponding multiple objects in the “Plural” column. In
addition, the student arranges labels that correctly reflect the singular
and plural versions of the nouns.
The Article Game is sometimes used in conjunction with a material
called The Farm (or a miniature environment). In this game the teacher
announces that they will be learning about articles. And then the
teacher asks the students to bring things to her, using the words “the”
or “a/an”. The teacher might ask a child to bring her “the” cube from
the Pink Tower. When the child returns, the teacher explains that she
did not want that cube, she wanted “the” cube. The children may
become confused by this, as they are not sure which cube is “the” cube.
The teacher then asks for “a” cube and takes the cube brought to her.
The game continues as long as the children show interest in it.
Sometimes, teacher will give an explanation and name the Function
Word; others have been trained to let the children discover it. No
matter which method is used, the experience for the children is the
same; once the game is over, the children have an understanding of the
usage of the article word “the” indicating a particular object and the
article words “a/an” indicating an object that is one of many.
In this activity the child places labels with an article-noun combination
on or next to the corresponding object(s). for example, they would
place the label “the barn” on the actual barn in the set, as there is only
one barn. And they would place the label “a pig” next to a pig, as there
are multiple pigs. Through this activity the child solidifies the concept
that articles are helper words that precede nouns and can indicate if
there is one or more than one of the nouns being referred to. At times,
the grammar symbol for the noun, a small blue triangle is, introduced at
this stage.
In this activity the child places labels with an article-noun combination
on or next to the corresponding object(s). for example, they would
place the label “the barn” on the actual barn in the set, as there is only
one barn. And they would place the label “a pig” next to a pig, as there
are multiple pigs. Through this activity the child solidifies the concept
that articles are helper words that precede nouns and can indicate if
there is one or more than one of the nouns being referred to. At times,
the grammar symbol for the noun, a small blue triangle is, introduced at
this stage.
In this activity the child places labels with an article-noun combination
on or next to the corresponding object(s). for example, they would
place the label “the barn” on the actual barn in the set, as there is only
one barn. And they would place the label “a pig” next to a pig, as there
are multiple pigs. Through this activity the child solidifies the concept
that articles are helper words that precede nouns and can indicate if
there is one or more than one of the nouns being referred to. At times,
the grammar symbol for the noun, a small blue triangle is, introduced at
format.
Records singular and plural
versions of nouns for objects
found in the classroom or
elsewhere.
X
X
Displays an awareness of
articles as words that work
together with nouns and
indicate a difference between
a particular object (the) and a
general object (a/an).
X
X
X
Places article labels next to
their corresponding noun
labels for objects in the
miniature environment and
distinguishes between
particular objects (the barn)
and general objects (a hen).
X
X
X
Symbolizes articles and
nouns from prepared
materials associated with the
miniature associated with the
miniature environment or
from independently written
work.
Records article-noun
combinations for nouns in
the miniature environment in
a list or booklet format.
X
X
X
X
X
X
this stage.
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Articles: Moveable and
Immovable Objects
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Articles: Moveable and
Immovable Objects
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjective Game: Key
Experience with
Adjectives
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjectives: Labeling
the Miniature
Environment (The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjectives: Labeling
the Miniature
Environment (The
Farm)
In this activity the child reads article labels and chooses appropriate
corresponding objects in the classroom. For movable objects, the child
brings the objects, the child takes the corresponding article label to the
object. For example, the child might bring a colored pencil to the mat
and place the article label “a” next to it, indicating a general noun that
is one of many in the classroom. The child may also take the article
label “the” and place it on the door, an immovable specific object of
which there is only one.
In this activity the child reads article labels and chooses appropriate
corresponding objects in the classroom. For movable objects, the child
brings the objects, the child takes the corresponding article label to the
object. For example, the child might bring a colored pencil to the mat
and place the article label “a” next to it, indicating a general noun that
is one of many in the classroom. The child may also take the article
label “the” and place it on the door, an immovable specific object of
which there is only one.
The Adjective Game is sometimes used in conjunction with a material
called The Farm (or a miniature environment). In this game the teacher
announces that they will learn about adjectives. And then the teacher
asks the students to bring items to her. At times she leaves out the
adjective necessary to properly distinguish the item. The teacher might
ask a child to bring her a colored pencil. When the child returns, the
teacher thanks the student and then explains that she did not want that
color, and to please bring her a colored pencil. The children may
become confused by this, as they are not sure which color the teacher
wants. The game continues as long as the children show interest in it.
Sometimes, teachers will give an explanation and name the Function
Word; others have been trained to let the children discover it. No
matter which method is used, the experience for the children is the
same; once the game is over, the children have an understanding of
adjectives as words that describe things.
In this activity the child places labels with adjectives describing objects
on or next to the actual object. As they place the adjective next to the
article/noun combination they first read “black” “the” “horse”, as this
does not sound correct, they place the adjective after the article/noun
combination and read, “the” “horse” “black.” As this still does not
sound correct, the child comes to the realization that the correct
sequence of words is article, adjective, noun; “the” “black” “horse.”
Through this activity the child solidifies the concept that the adjectives
are words that describe nouns. At times, the grammar symbol for the
adjective, a medium sized blue triangle, is introduced at this stage.
In this activity the child places labels with adjectives describing objects
on or next to the actual object. As they place the adjective next to the
article/noun combination they first read “black” “the” “horse”, as this
does not sound correct, they place the adjective after the article/noun
combination and read, “the” “horse” “black.” As this still does not
sound correct, the child comes to the realization that the correct
sequence of words is article, adjective, noun; “the” “black” “horse.”
Collects movable objects
from the classroom and
applies the corresponding
article label; place article
labels next to immovable
objects.
X
X
Records article-noun
combinations for nouns in
the classroom environment
in a list or booklet format.
X
X
Displays an awareness of
adjectives as words that
describe things.
X
X
X
Places adjective labels next
to their corresponding
objects in the miniature
environment.
X
X
X
Understands placement of
adjectives in relation to
articles and nouns and
correctly arranges the words.
X
X
X
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjectives: Labeling
the Miniature
Environment (The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjectives: Moveable
and Immovable Objects
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Detective Adjective
Game
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Detective Adjective
Game
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Detective Adjective
Game
Adjectives: Labeling
the Miniature
Environment (The
Farm)
Through this activity the child solidifies the concept that the adjectives
are words that describe nouns. At times, the grammar symbol for the
adjective, a medium sized blue triangle, is introduced at this stage.
In this activity the child places labels with adjectives describing objects
on or next to the actual object. As they place the adjective next to the
article/noun combination they first read “black” “the” “horse”, as this
does not sound correct, they place the adjective after the article/noun
combination and read, “the” “horse” “black.” As this still does not
sound correct, the child comes to the realization that the correct
sequence of words is article, adjective, noun; “the” “black” “horse.”
Through this activity the child solidifies the concept that the adjectives
are words that describe nouns. At times, the grammar symbol for the
adjective, a medium sized blue triangle, is introduced at this stage.
In this activity the child reads adjective labels for movable and
immovable objects in the classroom and either brings an object to the
mat to be labeled with a corresponding adjective (movable) or takes the
adjective label to the object (immovable).
In this activity the child places labels with adjectives describing objects
on or next to the actual object. As they place the adjective next to the
article/noun combination they first read “black” “the” “horse”, as this
does not sound correct, they place the adjective after the article/noun
combination and read, “the” “horse” “black.” As this still does not
sound correct, the child comes to the realization that the correct
sequence of words is article, adjective, noun; “the” “black” “horse.”
Through this activity the child solidifies the concept that the adjectives
are words that describe nouns. At times, the grammar symbol for the
adjective, a medium sized blue triangle, is introduced at this stage.
In this activity students are “detective” that use clues (adjectives) to
locate the described triangle. This activity reinforces the concept of
adjectives as words that describe nouns as well as the concept that
adjectives can be combined to provide additional detail about an object.
In addition, the students experience a logical sequence to adjectives in
a series(e.g. the small, blue, equilateral triangle versus the equilateral,
blue, small triangle). A child can play the Detective Adjective Game
individually with the teacher writing clues, independently by reading
prepared sentences, and in a group setting.
In this activity students are “detective” that use clues (adjectives) to
locate the described triangle. This activity reinforces the concept of
adjectives as words that describe nouns as well as the concept that
adjectives can be combined to provide additional detail about an object.
In addition, the students experience a logical sequence to adjectives in
a series(e.g. the small, blue, equilateral triangle versus the equilateral,
blue, small triangle). A child can play the Detective Adjective Game
individually with the teacher writing clues, independently by reading
prepared sentences, and in a group setting.
In this activity students are “detective” that use clues (adjectives) to
locate the described triangle. This activity reinforces the concept of
adjectives as words that describe nouns as well as the concept that
adjectives can be combined to provide additional detail about an object.
Records adjective-noun
combinations for nouns in
the miniature environment in
a list or booklet format.
X
X
Records adjective-noun
combinations for nouns in
the miniature environment in
a list or booklet format.
X
X
Independently creates
adjective labels for movable
and immovable objects in the
classroom environment.
X
X
Participates in the Detective
Adjective Game individually
with clues written by the
guide.
X
X
X
Participates in the Detective
Adjective individually by
reading prepared clues
independently.
X
X
X
Participates in the Detective
Adjective Game in a group
setting.
X
X
X
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjectives: Logical
Agreement
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjectives: Logical
Agreement
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adjectives: Objects and
Phrase Strips
(Symbolizing Phrases)
Adjectives: Objects and
Phrase Strips
(Symbolizing Phrases)
Verb Game: Key
Experience with Verbs
In addition, the students experience a logical sequence to adjectives in
a series(e.g. the small, blue, equilateral triangle versus the equilateral,
blue, small triangle). A child can play the Detective Adjective Game
individually with the teacher writing clues, independently by reading
prepared sentences, and in a group setting.
In this activity the student arranges cards with nouns on them in a
column, leaving space to the left of the column for adjectives. Next the
student places an adjective card next to the noun in the first row and
determines if the adjective-noun combination make sense or not. For
example, “green dog” would be an illogical agreement and “black dog”
would be logical. If the adjective/noun combination doesn’t make
sense, the child continues to the noun in the next row. They continue
until all of the adjectives have been matched with all of the nouns to
form logical agreements. This activity reinforces the concept that
adjectives describe nouns and increases a child’s awareness of parts of
speech as they determine illogical agreements between words.
In this activity the student arranges cards with nouns on them in a
column, leaving space to the left of the column for adjectives. Next the
student places an adjective card next to the noun in the first row and
determines if the adjective-noun combination make sense or not. For
example, “green dog” would be an illogical agreement and “black dog”
would be logical. If the adjective/noun combination doesn’t make
sense, the child continues to the noun in the next row. They continue
until all of the adjectives have been matched with all of the nouns to
form logical agreements. This activity reinforces the concept that
adjectives describe nouns and increases a child’s awareness of parts of
speech as they determine illogical agreements between words.
In this activity the child matches objects to their corresponding phrase
strips and identifies each of the words in the phrase with its
corresponding grammar symbol. Through this work the child increases
their awareness of parts of speech and solidifies their understanding of
the functions of articles, adjectives and nouns.
In this activity the child matches objects to their corresponding phrase
strips and identifies each of the words in the phrase with its
corresponding grammar symbol. Through this work the child increases
their awareness of parts of speech and solidifies their understanding of
the functions of articles, adjectives and nouns.
The Verb Game is sometimes used in conjunction with a materials
called The Farm (or a miniature environment). In this game the teacher
announces to the children that they will be learning about verbs. And
then the teacher asks the children to act our words. In addition to verbs
such as “jump” and “clap,” the teacher mixes in nouns such as “chair”
and “window.” The children become confused by the nouns, as they
cannot “act out” a chair or a window. Some will try, and others may
say it can’t be done. The game is played as long as the children show
interest in it. Sometimes, teachers will give an explanation and name
the Function Word; others have been trained to let the children
discover it. No matter which method is used, the experience for the
children is the same; once the game is over, the children have an
understanding of verbs as action words.
Works with materials as
demonstrated to create
logical adjective-noun
combinations.
X
Records logical adjectivenoun combinations from the
classroom environment or
elsewhere in a list or booklet
format.
Symbolizes articles,
adjectives and nouns for
prepared phrase strips
associated with miniature
environment objects.
Writes original descriptive
phrases for objects in the
environment and symbolizes
the article, adjective and
noun in each phrase.
Displays an awareness of
verbs as action words.
X
X
X
X
X
X
X
X
X
X
X
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Verbs: Labeling the
Miniature Environment
(The Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Verbs: Labeling the
Miniature Environment
(The Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Verbs: Labeling the
Miniature Environment
(The Farm)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Verbs: Objects and
Phrase Strips
(Symbolizing Phrases)
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adverb Game: Key
Experience with
Adverbs
In this activity the child places labels with verbs describing actions on
or next to an object that could perform the action. As they place the
verb next to the article/noun combination they first rad “neighs” “the”
:horse”; as this does not sound correct, they place the adjective after the
article/noun combination read. “the” “horse” “neighs.” Through this
activity the child solidifies the concept that verbs are action words, and
their placement in a phrase is important. In addition, they continue to
build their vocabulary as they review a variety of verbs associated with
the miniature environment. The grammar symbol for a verb, a red
circle, is also introduced in preparation for symbolizing verb phrases.
In this activity the child places labels with verbs describing actions on
or next to an object that could perform the action. As they place the
verb next to the article/noun combination they first rad “neighs” “the”
:horse”; as this does not sound correct, they place the adjective after the
article/noun combination read. “the” “horse” “neighs.” Through this
activity the child solidifies the concept that verbs are action words, and
their placement in a phrase is important. In addition, they continue to
build their vocabulary as they review a variety of verbs associated with
the miniature environment. The grammar symbol for a verb, a red
circle, is also introduced in preparation for symbolizing verb phrases.
In this activity the child places labels with verbs describing actions on
or next to an object that could perform the action. As they place the
verb next to the article/noun combination they first rad “neighs” “the”
:horse”; as this does not sound correct, they place the adjective after the
article/noun combination read. “the” “horse” “neighs.” Through this
activity the child solidifies the concept that verbs are action words, and
their placement in a phrase is important. In addition, they continue to
build their vocabulary as they review a variety of verbs associated with
the miniature environment. The grammar symbol for a verb, a red
circle, is also introduced in preparation for symbolizing verb phrases.
In this activity the child matches objects to their corresponding phrase
strips and identifies each of the words in the phrase with its
corresponding grammar ymbol. Through this work the child increase
their awareness of parts of speech and solidifies their understanding of
the function and placement of articles, adjectives, nouns, and verbs.
In this activity the teacher announces that they will learn about adverbs.
Then the teacher asks a student to complete an action (such as ‘clap’)
but does not specify how quickly or slowly the student should clap.
The teacher responds “thank you for clapping, that was very nice, but
that was not the way that I wanted you to clap. Please try again.” The
children may become confused by this, as they are not sure how they
hop, march) as long as the children show interest in it. Sometimes,
teachers will give an explanation and name the Function Word; others
have been trained to let the children discover it. No matter which
method is used, the experience for the children is the same; once the
game is over, the children have an understanding of adverbs as words
that describe verbs. Often at this stage the grammar symbol for
adverbs, a small orange circle, is introduced.
Places verb labels next to
their corresponding objects
in the miniature
environment.
Understands placement of
verbs in relation to articles
and nouns and correctly
arranges the words.
X
Records noun-verb
combinations for nouns in
the miniature environment in
a list or booklet format.
Symbolizes verb phrases
including articles, adjectives,
nouns and verbs from
prepared materials associated
with the miniature
environment or from
independently written work.
Displays an awareness of
adverbs as words that
describe verbs.
X
X
X
X
X
X
X
X
X
X
X
X
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adverbs: Logical
Agreement
Grammar: Parts of
Speech (Miniature
Environment
Activities/The
Farm)
Adverbs: Phrase strips
(symbolizing phrases)
In this activity the student arranges cards with verbs on them in a
column, leaving space to the right of the column for adverbs. Next the
student places an adverb card next to the verb in the first row and
determines if the verb-adverb combination make sense or not. for
example, “shout quietly” would be an illogical agreement and “shout
loudly” would be logical. If the verb/adverb combination doesn’t make
sense, the child continues to the verb in the next row. They continue
until all of the adverbs have been marched with all of the verbs to form
logical agreements. This activity reinforces the concept that adverbs
describe verbs and increases a child’s awareness of parts of speech as
they determine illogical and logical agreements between words.
In the activity the child, reads the adverbs phrase, acts it out, and labels
each of the words in the phrase with its corresponding grammar
symbol. Example adverb phrases are “clap quickly,” “sing slowly,” “sit
calmly.” Through this work the child increases their awareness of parts
of speech and solidifies their understanding
Records logical verb-adverb
combinations from the
classroom environment or
elsewhere in a list or booklet
format.
Works with materials as
demonstrated to create
logical verb-adverb
combinations.
X
X
X
X
X