Pink box 2 - Pictures with LMA

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  1. A pink box containing six pictures representing three-letter phonic words to be used with the LMA.
  2. Large Movable alphabet.
  3. Floor mat.


Words to be selected from the Morris-Montessori Word List Pink Level - Pink Level.
This is an individual presentation to be carried out on the floor on a floor mat. (Note: full work cycle to be observed)


  1. The Directress invites the child to set up the LMA. She places the Pink box 2 with the lid underneath the box, just beneath the LMA on the right hand corner.
  2. Directress selects three picture card, taking one card at a time - placing it on the mat in front of the child and naming it at the same time.
  3. The picture cards are arranged in a row, one beneath the other.
  4. Directress points to the picture card and ask the child to name it, for e.g. 'Bat'.
  5. "What is the first sound in Bat?" (emphasize the 1st. sound that we wish the child to pick up)
  6. The child will respond by sounding the 1st. letter.
  7. Encourage the child to take the letter from the LMA and place it beside the object.
  8. "What is the last sound in Bat?", says the Directress. (emphasize on the last sound, t).
  9. The child will respond by sounding the last letter and then pick up the letter from the LMA.
  10. Directress direct the child to place the letter besides the first letter, i.e. 'b' leaving a space in between the letters.
  11. "What is the middle sound in Bat?", says the Directress. (emphasize on the middle sound, a).
  12. The child will respond by sounding 'a' and then picks up the letter from the LMA.
  13. Directress directs the child to place the letter in the middle between 'b' and 't'.
  14. Note: If the child places the letter in the wrong position, explain that the blue letter, a vowel goes in the middle of the word.
  15. Directress repeats the above exercise for the other three picture cards in Pink box 2.

Control Of Error

Directress directed.

Points Of Interest

If a child repeatedly builds a word incorrectly, the Directress should ask the child to name the object. The child may be mispronouncing the word.
Make sure the child is familiar with the pictures and that he is able to pronounce the words correctly. The child should not be given words that are not phonic at this stage.
Have a good collection of picture boxes for the classroom to provide variety.


  • Practice building three-letter phonic words.
  • Prepare for reading and writing.


Expose children who have limited vocabulary to picture word cards, for e.g. in the area of Cultural materiasl, we have picture word cards.