Difference between revisions of "Pink box 3 - Objects and words"
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=== Preparation === | === Preparation === | ||
− | Example words: cat, jug, hen, box, top and pig. Other words to be selected from the Morris-Montessori Word List Pink Level - Pink Level nouns.<br> <br> This is an individual presentation to be carried out on the table on a tablemat. (Note: full work cycle to be observed).<br> | + | Example words: cat, jug, hen, box, top and pig. Other words to be selected from the Morris-Montessori Word List Pink Level - Pink Level nouns.<br><br>This is an individual presentation to be carried out on the table on a tablemat. (Note: full work cycle to be observed).<br> |
=== Presentation === | === Presentation === | ||
#The Directress places the Pink box 3 with the lid underneath the box on the right hand corner of the mat. She takes out the objects one at a time. As she lay the object in a horizontal line (3 objects in a row), she names the object. | #The Directress places the Pink box 3 with the lid underneath the box on the right hand corner of the mat. She takes out the objects one at a time. As she lay the object in a horizontal line (3 objects in a row), she names the object. | ||
− | #Directress then takes the word cards, checks to see they are not upside down, puts it neatly in a stack. She then takes one card, places it in front of the child and invites the child to sound out the letters. Encourage the child to sound the letters a bit quicker, blending them. | + | #Directress then takes the word cards, checks to see they are not upside down, puts it neatly in a stack. |
+ | #She then takes one card, places it in front of the child and invites the child to sound out the letters. | ||
+ | #Encourage the child to sound the letters a bit quicker, blending them. | ||
+ | #Directress assists the child by blending the first card. | ||
+ | #Ask the child 'What does it sound like?'. | ||
+ | #The child will respond and then invite the child to place the word card below the respective object. | ||
+ | #Repeat for all the word cards, assisting a child when needed. | ||
=== Control Of Error === | === Control Of Error === | ||
− | There are the same numbers of objects as word cards - a mismatch may reveal any mistakes.<br> | + | There are the same numbers of objects as word cards - a mismatch may reveal any mistakes.<br> |
=== Points Of Interest === | === Points Of Interest === | ||
− | It is advisable to have several boxes at this level to provide more opportunities for the child to read.<br> | + | It is advisable to have several boxes at this level to provide more opportunities for the child to read.<br> |
=== Purpose === | === Purpose === | ||
Line 33: | Line 39: | ||
=== Variation === | === Variation === | ||
− | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
− | <br> | + | <br> |
− | [[Category:Language]] | + | [[Category:Language]] [[Category:Language_3-6]] |
Latest revision as of 19:28, 13 October 2009
Contents
Age
3-6
Materials
- A pink box containing six objects representing three-letter phonic words.
- Six reading cards with the corresponding words to the objects.
- Tablemat.
Preparation
Example words: cat, jug, hen, box, top and pig. Other words to be selected from the Morris-Montessori Word List Pink Level - Pink Level nouns.
This is an individual presentation to be carried out on the table on a tablemat. (Note: full work cycle to be observed).
Presentation
- The Directress places the Pink box 3 with the lid underneath the box on the right hand corner of the mat. She takes out the objects one at a time. As she lay the object in a horizontal line (3 objects in a row), she names the object.
- Directress then takes the word cards, checks to see they are not upside down, puts it neatly in a stack.
- She then takes one card, places it in front of the child and invites the child to sound out the letters.
- Encourage the child to sound the letters a bit quicker, blending them.
- Directress assists the child by blending the first card.
- Ask the child 'What does it sound like?'.
- The child will respond and then invite the child to place the word card below the respective object.
- Repeat for all the word cards, assisting a child when needed.
Control Of Error
There are the same numbers of objects as word cards - a mismatch may reveal any mistakes.
Points Of Interest
It is advisable to have several boxes at this level to provide more opportunities for the child to read.
Purpose
- Introduce the first reading cards.
- Provide practice in sounding and blending sounds to read words.
Variation
Handouts/Attachments