Pink box 1 - Objects with LMA
- A pink box containing six small objects representing three letter phonic words.
- Large Movable Alphabet.
- Floor mat.
This is an individual presentation to be carried out on the floor on a floor mat. (Note: full work cycle to be observed)
- The Directress sets up the LMA and place the Pink Box 1 with the lid underneath the box, just beneath the LMA on the right hand corner.
- Directress takes one object at a time, places it in front of the child and says, for e.g. 'This is Cat'. a) 'What is the first sound in Cat?' (emphasize on the 1st. sound that we wish the child to pick up) The child will respond by sounding the 1st. letter. Encourage the child to take the letter from the LMA and place it besides the object. b) 'What is the last sound in Cat?', says the Directress (emphasize on the last sound, t). The child will respond by sounding the last letter and then pick up the letter from the LMA. Directress directs the child to place the letter besides the first letter, i.e. 'c' leaving a space in between the letters. c0 'What is the middle sound in Cat?', says the Directress (emphasize on the middle sound, a). The child will respond by sounding 'a' and then picks up the letter from the LMA. Directress directs the child to place the letter in the middle between 'c' and 't'. Explain to the child that each word has a blue letter called a vowel and it is placed in the middle between the first and last letters.
- Directress repeats the above exercise for all the objects in the Pink Box. When that is completed, Directress invites the child to go through all the objects by asking the child 'What is this?'
Control Of Error
Points Of Interest
Words to be selected from the Morris-Montessori Word List Pink Level - Pink Level.
If a child repeatedly builds a word incorrectly. the Directress should ask the child to name the object. The child might be mispronouncing the word.
Never ask the child to read the words as this is a word building exercise. The Directress may blend the sounds and read the words for the child when the child is working independently.
- Practice forming three-phonic words independently
- Show that sounds blended together form words
- Prepare for reading and writing.
Expose children who have limited vocabulary to picture word cards, for e.g. in the area of Cultural Materials, we have picture word cards.