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LAST CHANGE FRIDAY, NOVEMBER 27, 2009 9:46 AM
Jubilee Montessori Design Portfolio
ETAP 623 Design Project
Sapphire Gimenez
Fall 2009
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Jubilee Montessori Portfolio
Description of the Process for Developing this Curriculum (Gimenez, 2009)
After getting my Bachelors Degree in Interdisciplinary Studies, and my Teachers Certification in Educational Technology,
I yearned to move from my current money making job to a more meaningful career. Hoping to become a mother I also
wanted something that would balance the act of motherhood with a lifelong (my life after my kids were on their own)
meaningful work. Because of my husband’s provision of financial stability, I have been able to sacrifice financial gain and
pursue a teaching career.
Fast forward to actually having kids: no longer was teaching at the local school enough for me. The option seemed
quite unattractive as I considered its minute financial gain, loss of quality time with my children and simply a very
exhausting, payless, and time consuming job. So I carefully considered the possibility of teaching at home. First and
foremost my limited teaching time and energy (more on that later on) would be concentrated on my children,
particularly while they are within the absorbent age ranges of “before 5-7”. These I find are the fundamental years of
establishing habits and philosophies that set the stage for the later years.
Home Educating although intimidating, became an attraction. The problem was that my eldest daughter had already
had formal schooling in a Montessori School and so first grade was her next developmentally appropriate step.
However, she was only five.
After much labor in the task of curriculum seeking, we as parents decided on one that although has not become my
favorite in that it is lacking in tactile experiences, creative flashcards, scripted lessons for teacher, specific lesson goals
and sufficient correlations to spiritual concerns. It is however, State Certified and has allowed her to start first grade
under their supervision.
For our family this was important because we wanted a certified institution to attest to her abilities. We didn’t want her
future to hang on mom and dad’s possibly swayed point of viewed.
Second problem/opportunity was that our chosen curriculum, although acceptable by most standards, was a bit lacking
and a bit dull. So, I’ve taken this course with the purpose of seeking help and improving the curriculum we are using.
Mission Statement
Ideally
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The Jubilee Montessori Language Arts Program 1. Phonics
2. Spelling,
3. Vocabulary
4. Reading
5. Reading Comprehension
6. Manuscript Penmanship
7. Cursive Penmanship
8. Writing
9. Grammar
10. Public Speaking
This document, the Jubilee Montessori Design Portfolio will describe the Spelling Segment of Jubilee
Montessori’s Language Arts Program. Here I detail
Expected Learning Outcomes
Instructional Sequence
Environment –Physical and Situational factors that support the instructional setting
Materials used and their instructional purpose
Pedagogy, and
Class culture promoted in this curriculum Instructional System
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Jubilee Montessori Learner Analysis
Learner Analysis My learners are 3 to 8 year old boys and girls whose first or second language is English.
These assessment will suggest outcomes that can be useful to different learners
Things to Test for (Gagne, The Nature of Learner
Qualities p. 107)
How to test Possible Solution
Visual acuity need of eyeglass
Capacity of the
working memory
Intrinsic Motivation Definition: Intrinsic motivation refers to motivation that
comes from inside an individual rather than from any
external or outside rewards, such as money or grades.
The motivation comes from the pleasure one gets from the
task itself or from the sense of satisfaction in completing or
even working on a task (http://giftedkids.about.com/od/glossary/g/intrinsic.htm)
Developmental
Factors
Characteristics of Gifted Children By Carol Bainbridge, About.com Guide
http://giftedkids.about.com/od/gifted101/a/giftedtraits.htm
Internal
Characteristics of the
Learner
Learning Style http://www.stylesoflearning.com/trial_inventory.html
http://www.careerdirectonline.org/personalityID/
http://www.careerdirectonline.org/
http://www.ldpride.net/learningstyles.MI.htm
http://onlinelearning.mhhe.com/index.php?page=target-
different-types-of-learners (McGraw Hill Website)
Audio, Visual or
Kinesthetic
Who are the stakeholders and what roles do they play. (Gimenez, 2009) There are several stakeholders in this curriculum:
1. Professional teacher
Studies, learns, and practices the curriculum and its philosophy in order to provide it in an engaging way to the students.
{Assesses learning Style of child} and use it to facilitate learning for the child.
Give resources on how to do this
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Provides honest and corrective feedback to redirect learning but always in an encouraging and loving way, always finds something positive and encouraging in child’s work.
Uses Socratic and {Probing } Questioning to deepen understanding and encourage deep thinking, and reflection.
Mindfully speaks to either the work of the child or to the child’s heart. For example to address the child’s work, say, “this is a good job”, vs. “you are so good”. One addresses the quality of the work the other addresses the quality of the child. To address the child’s heart, a question is always helpful. For example, when the penmanship is sloppy, a good question is, “I see that your penmanship is dancing in the paper, are you a little tired today?”
Engages the child in the learning process and {promotes active participation in lesson} developing intrinsic learning habits.
Avails child of different experiences that bring life relevance to the lesson being taught.
Uses meaningful cues that trigger memory recall of a lesson.
Provides some kind of mirror like video tapes, audiotapes, observer’s notes, etc. for the purpose of improving lesson delivery, class participation, room environment etc. (Bloom, p. 238)
Takes care, upkeeps and guards the environment for safety, beauty and pleasantness.
Facilitates child’s interaction with the materials and
Observes, Assesses and Evaluates child’s work and development (Gettman, 1987, p. 17).
2. Home Educators –
Has same responsibility of the professional teacher, with the added tasks of :
Serving as a human model whose every action and choice powerfully and significantly influences the child, and
Shows examples and practice of lessons taught and learned, 24/7, 365 days, times the lifetime of the child, in prepared and non prepared environments!
3. Students
Devote time, discipline and energy into the curriculum.
Create aids that further encourage learning
Develop and Perform peer formative tests.
4. Families of Student
Support, encourage, extend and practice the curriculums’ philosophy into a family lifestyle.
5. Instructional Materials
Proprietary of Jubilee Montessori* (I’m not sure on this, as much as I would like to have a complete well thought of document of presentation, I don’t think I can do this on my own. In fact I’m sure I cannot.)
Problem Based Learning or other form
Try to expand this to include a more
global community like internet
communities etc
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Jubilee Montessori Needs Assessment
Needs Assessment The instructional problem I have identified in most Language Arts Curriculum Programs for young students, is
that it fails to empower them to be great spellers.
Many programs have tried to teach phonograms and rules that children manipulate and use to spell words.
Others use “whole word” spelling instruction, where the students are given lists, memorize the spelling and
then test onto mastery. Other programs, totally by pass explicit spelling lessons, hoping that correct spelling
will happen implicitly as maturity of the student occurs.
The current result of all of these programs is that many students are failing because the program is either
cumbersome, too expensive, too time consuming or not occurring at all.
{My Intent is to develop an instructional system which uses elementary courses of general education courses
that empower students to be better spellers and better learners {and }.
This section of the program deals with the Language Arts Segment Curriculum.
In this project I will develop the Spelling Segment of the Language Arts Curriculum.
The objective of this program is to Teach enable students to be better spellers and be while equipping them
with fundamental language skills that helps them close jump the gap of mediocre language skills to high level
life building skills in Language. students to trained learners. }
{Language Skills, particularly spelling skills, are very important to any career. This segment of the Jubilee
Montessori Program seeks to provide the fundamental skill of good spelling but also to extend its relevance
and provide overall improvement to the personal development of the child. It enhances the students’
capabilities in the five critical qualities of learning: Intellectual skills, Cognitive Strategies, Verbal Information,
Attitudes and Motor Skills. Therefore it provides a fundamental asset essential in any current environment
and in any future career field. Spelling Writing and Reading inherently linked. Reading and Writing both require
spelling.[This maybe too lofty and too vague]}
This might be too lofty or even
vague!
This might be too lofty and too wordy!
These are the Learning Objectives:
I want them to be better spellers(I need to define better)
Develop Cognitive Strategies that help them learn new language
skills have i.e. -efficient approach to learning
Have the five type o Learning Outcomes (Gagne p 49/161)
1. Intellectual skills
2. Cognitive Skills
3. Verbal Information
4. Attitude
5. Motor Skill, knowledge Motor, and Intellectual skills that are
strong in the fundamentals of Language
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Jubilee Montessori Instructional Design
Needs Assessment The instructional problem I have identified in most Language Arts Curriculum Programs for young students, is
that it fails to empower students with skills that prevent the common shortfall of bad spelling practices. My
intent is to create a Language Arts Curriculum that would allow home Educators (intended
setting/participants) avoid the common pitfall of bad spelling.
Instruction Characteristics In most cases instruction is done such to address different learners
The instruction in this course is suitable for all types of learners. Visual, Auditory, and kinesthetic Learners.
The program use all of these learning styles, consistently throughout the program and in varying degrees to
facilitate and cement learning. and thus apply to variable learner types.
Instructional Strategy What (Gagne 239)
develop the human capacity through
How
Systemically scaffold information and experience so that new
information builds on what the student already knows
Top-down analysis of intellectual skills
Structure that the through a hierarchy of skills
providing an environment purposed for carefully
sequencing cognitive Learning, projects through
experimentation balanced with explicit lessons enhanced
with direct instruction
Correlative Subsumption – learner compares new material to what he
already knows.
Cognitive skills
Interactive Online Learning anchoring experience
Individualized (considers individual needs) Continuous Formative Assessment
Self paced (as much time as necessary to achieve the objective), and deeper understanding
Adaptive instruction (learning management that constantly monitors the progress of
the student and changes the instructional content based on the progress. (Gagne p. 238)
Gagne p. 239
1. Classifying objectives by using taxonomy of learning outcomes
2. Sequencing objectives that prerequisites into account
3. Including the appropriate events of instruction that apply to all domains of outcomes
4. Incorporating the particular conditions of learning relevant to the domains of the objectives in the
lesson.
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Sequence of Program Overall the program is constructivist in nature. Learning is scaffolded and Movement towards next
step/target skill is only done when it does not exceed the students current human capacities (human
capacities being such things as attention span, cognitive processing capacity (cognitive load) and physical,
emotional mental or social developmental challenges, how well the child has accepted the culture of the
classroom, etc).
Learner Characteristics There is a very basic questionnaire that helps place the child in the correct developmental phase of the
program. Other things considered are prior learning experience, learning capability, schemas, ability traits
(Gagne p 127/128 table 6.3) As long as the student has some kind of sensorial input opportunity (touch, smell,
taste, see, or hear), the student will thrive. An inhibited sense is acceptable because other forms of learning
will supplement.
for example can the student
Hear orally delivered communication
Read communications printed on page
There are no entry skills necessary. The child starts the program at whatever level he or she fits most
comfortably in.
Resources to test for these things: { TO DO LATER ON: }
Need to Develop psychological test that Reasoning and Number Facility Gagne p.
127. Ask for suggestion on how to do this questionnaires OR CAN USE SPEAKING ,
SPELLING READING PROGRESSION CHARTS ATTACHED
Look at GAGNE p. 108 for Learner –Centered Psychological
Factors and Principles and p. 113 “qualities that influence
Learning. This might be beyond the scope of this design project
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Jubilee Montessori
Learning Model of Instructional Events (Gagne p. 206) Objective Sample
1. Gaining attention Beautiful Montessori Work
2. Informing learner of objective(s) Invite
3. Stimulating recall of prerequisite learning
4. Presenting stimulus material
5. Providing learning guidance Modeling
key questioning
6. Eliciting performance
7. Providing feedback about performance
correctness
8. Assessing performance
9. Enhancing retention and transfer Project Based Learning
Have a compelling problem or a driving question that
1. Interests students (self created or assigned)
2. students are confident they can make some headway at
solving
Make problem authentic - produce something real and useful
at the end
WHEN:
WHERE:
WHY:
WHO
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Jubilee Montessori Learning Outcomes Learning Model of Jubilee Montessori Language Instructional Design
The five learning capabilities/ human performances 1. Intellectual skill
2. Cognitive Strategy (Gagne .75)
Definition
How handle information
Making the information meaningful
What the learner does during the process of problem solving
Method of processing information
Self correct spelling word
How to focus tasks efficiently when solving a problem
ProblemSolving
Rules and Principals
Concepts
Discriminations
Reasoning
perception
intuition
outliningchunking
schemas
analogies short stories for memory
SQ3ER
5W's
PMI
KWHL
Schemas
Correlative subsumpti
ons
Graphic Organizers
ICM's
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procedures that govern the selection and use of intellectual skills GAGNE p. 110
3. Verbal Information
Definition
Performance Objective (taxonomy of learning outcomes)
Instructional Strategy
Condition for Learning
Learning Tasks
self ………
Assessing Students performance
How Assessed
4. Attitudinal
Definition
Performance Objective (taxonomy of learning outcomes)
Instructional Strategy
Condition for Learning
Learning Tasks
Assessing Students performance
How Assessed
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5. Motor Skill
Learns part skill to whole skill all onto mastery
Relative subroutine to entire routine for the execution of the total motor skill.
Definition
Performance Objective (taxonomy of learning outcomes)
Instructional Strategy
Condition for Learning
Learning Tasks
Assessing Students performance
How Assessed
internal conditioning
external Conditions
Review
Embedding cognitive strategies in the instructional materials
Aided by retrieval of prerequisite skills
repeated opportunity for the application of the strategy
Assessment
Spaced and varied practice (Gagne p. 76)information is lost from short term memory unless is rehearsed) limiting
short
Loaded at approximately seven items (Gagne p. 76)
The Three Domains
Motor
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Cognitive
Affective
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Writing Objectives for Spelling Program (Gagne p 134)
S Situation Context in which the learned outcome will
be performed
When you know how to say a word but don’t
know its correct spelling.
C Learned
capability
Verb classifying the type of learning. There
are five kinds of learned capabilities
[Intellectual Skill p. 63 (Discrimination,
Concepts, Rules and Principles, Problem
Solving), Cognitive Skill p. 75(, Verbal Skill,
Attitude, Motor Skill]
Proceed through a specific algorithm that
will help identify the correct spelling of
word.
C Content Object of the performance
O Observable
part
Part of the behavior (action verb) Construct a correctly spelled word
C Tools,
Constraints,
Special
Conditions
Applied to the performance (acceptable
performance
Apply appropriate rules
Situation context in which the
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Needs Assessment Strategy Chart (Shambaugh, 1997)
Information Categories (Information needed)
Information Sources (Sources of information)
Peer Certified teachers
Moms of Homes Educated Children
Websites geared to curriculum Development
Curriculum Development Graduate Degree Program
Information Processing Tools (How information is evaluated)
o Efficacy in Obtaining Objectives
(how well students learn)
o Cost
o Ease of use
Describe the Ideal Environment: Home Educating setting where there is
a dedicated space to provide instruction
The Material:
This Document
o Document Format:
o 24 point letters for easy student reading from
a distance
o Slash marks represent sound
o Spiral for easy copying
o Create with the idea that a picture says a
thousand words
o My Home Educating experience
o Interviews with Home Educators
and students
o Research data at library and web
sites
Ga
ther
Info
rmat
ion
What is known about the
Learning Task?
It is difficult but essential to have a good Language
Arts Program
What I’m asking participants to learn is not just
knowledge, but a new set of skills and a new way of
thinking.
Best to teach children Language Arts using phonics
Develop a proficiency for decoding words
Develop comprehension of text
Develop a love of literature and a desire to read
Learn the sounds of the alphabet letters by
associating them with the beginning sounds of real
object names
Associate sounds to sand letters
Establish the relationships between phonograms
and their spellings.
Learn and blend consonant with the vowels.
Introduce specific rules that teach correct spelling
Formative Assessment - Record
Keeping of reaction to these new
ideas.
Who are my learners
3 to 8 year old boys and girls whose first or second
language is English.
Prerequisite Knowledge: none
Learning Style preferences: any since program is
multi-sensory
Attitudes : will be nurtured
Expectations: Successful in Standardized Tests and
beyond.
What are your resources and
constraints
Intrinsic motivation
Curriculum Development Degree Program Teaching
experience
Peer students
books
Jubilee Montessori Manual for
Instruction.
Summarize & revise Program Evaluation
Self Evaluation
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Language Arts Curriculum Performance Objectives (Cagne, 2005) Situation Capability Learned Content/object of
the Performance
Action Verb Tools
content in which the
learned outcome will
be performed
The type of learning
being performed
The observable part of
the performance
Constraints or special
conditions applied to
the performance
(acceptable
performance
Objective 1A PHONEMIC
AWARENESS
See Phonics
Progression Chart
- Sensorial
Phonological
Awareness Section
See Phonics
Progression Chart -
Sensorial
Phonological
Awareness Section
See Phonics
Progression Chart -
Sensorial
Phonological
Awareness Section
See Phonics
Progression Chart -
Sensorial
Phonological
Awareness Section
See Phonics
Progression Chart -
Sensorial
Phonological
Awareness Section
Objective 1B
PHONIC RULES
In the classroom,
during computer
time, or game
time
demonstrate
proficiency in the
phonic rules
to facilitate spelling
and reading
Application
towards correct
spelling
Jubilee Montessori
Manual, Computer,
Games
Objective 2
READING
In the classroom,
at leisure and
during assigned
periods
demonstrate
acquired reading
capability
during the reading
of a selected book
The books will first
be coded,
thereafter,
developmentally
appropriate.
Objective 3
READING COMPREHENSION
Objective 4A
PENMANSHIP MANUSCRIPT
In the classroom generate several
penmanship
exercise that will
improve
penmanship
beautiful and
legible penmanship
beautiful and
legible penmanship
pencil and paper
Objective 4B
PENMANSHIP CURSIVE
In the classroom generate several
penmanship
exercise that will
improve
penmanship
beautiful and
legible penmanship
beautiful and
legible penmanship
pencil and paper
Objective 5
SPELLING
Child will be given
explicit phonics
instruction on a
daily basis at
random and as per
case appropriate
Child will classify
and identify,
appropriate rule
and choose it
towards the
application of
spelling patterns
the child will spell
the word correctly
by means of
segmentation,
encodement, and
phonic rule
application.
Objective 6 GRAMMAR I’m leaving these out for know. Objective 7
VOCABULARY
Objective 8
READING COMPREHENSION
Objective 9
WRITING
Objective 10
PUBLIC SPEAKING
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Jubilee Montessori Language Arts Program Unit
s
Goal Method (Learning Activity) Assessment
Ph
on
olo
gica
l Aw
aren
ess
Ph
on
emic
Aw
aren
ess
Learning vocabulary words Name objects, ask child to repeat name “Can you say?”
Child works freely with objects and learns their names
Language Mystery Bags
Child allowed
to practice
until pleasure
subsides
Rhyme Awareness Singing Songs
Creative Music Interplay
Being read poetic rhymes and stories (before they can read)
Talking silly rhymes
Child allowed
to practiced
until pleasure
subsides
Learn the sounds of the
alphabet letters
Three Stage Lesson with Sand Letters to learn primary sounds of as many phonograms possible (follow sequence prescribed)
Flashcard of phonogram
kinesthetic games with alphabet mats (older child can jump to
amount of sounds associated/phonogram)
child should
start to
recognize that
letters
represent
speech sound
Associate sound heard
(phoneme) to a grapheme
(their written symbols)
Objects and Sand Letter association
Beginning, Middle and Ending Sound Discrimination
Beginning, Middle and Ending Sound Grouping
Bingo Games
I spy with my little eyes
Child works freely with objects mastering their names and starts associating them with beginning, ending or middle sounds of sand letters.
Child allowed
to practice
onto mastery
Decode Words Child can read
coded Readers
Syllabication – learning how
to divide words -
Flashcard of phoneme
Phonics Game
Dewey Pyramids
Isolating the sounds groups in a word
Clapping the syllables
Child allowed
to practice
until mastery –
a level of
automaticity
Introduction of Blends,
Digraphs, and Diphthongs
Blends, Digraphs, Diphthongs Flashcard Drills
Creating Family Groupings
Bingo Games
Child allowed
to practice
onto mastery
Ph
on
ic R
ule
s
Introduction of Rules Jubilee Montessori Flashcards
Interactive Computer Games (Starfall )
Phonic Board Games
Jubilee Montessori Worksheets that specifically address these issues
Child allowed
to practice
onto mastery
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Rea
din
g
Blend Sounds to form words
Read grade level texts
Answer comprehension
questions from the reading
Create simple words with Moveable Alphabet
Create simple words with Magnetic Phonograms
Progressive Decoded Reader (ex. Bob Books)
Dewey eyeraobics
Children’s Literature
Child allowed
to practice
onto
developmentall
y appropriate
mastery level
Pen
man
ship
Explicit teaching of the 6
building blocks of
manuscript Letters
Coaching of Letter
Formation during practice
drills
Practice the six fundamental strokes onto Mastery
Dictation Work
Creative Work
Copy work
Child allowed
to practice
until
developmentall
y appropriate
mastery level
Spel
ling
Spell just the phonograms Mastery of the phonogram pronunciations and automaticity in their spelling
Child allowed
to practice
onto mastery
Use The Ayres List of
Spelling Words
Spell words by sounding them out (decoding), and applying
JMLAP spelling rules.
Reinforce Spelling Rules when met by example
Reinforce Proper Penmanship
Child allowed
to practice
onto mastery
memorization of sight word
spelling
Memory of sight words
Scrabble
Computer games
Child allowed
to practice
onto mastery
Gra
mm
ar
Montessori Grammar Program,
Wise Grammar Program
Identification of Noun, Verb, Adjective
Learn and understand use of Punctuations like period, commas, exclamation points, question marks, and hyphen. Study word relationships like Antonyms, synonyms, homonyms
Systematically identify three of them in their daily story
reading
Explicit Instruction – o Wise First Language Lessons o Simply Grammar o Horizons o Jubilee Montessori Worksheets that
specifically address these issues
Child allowed to
practice onto
developmentall
y appropriate
mastery level
Child displays
mastery of
prerequisite
skills with
perfect
confidence
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Wri
tin
g
Rule Review of Proper Sentence formations
Different types of writings (letters, narratives, fiction, and reports)
Phonics Pathways
Explicit Instruction – o Wise First Language Lessons o Horizons o
Weekly Journaling of personal experiences
Daily Written works that drill Lesson from sources like Jubilee Montessori Worksheets that specifically address these issues
Writing from dictation
Creative Writing
Listening/Reading on writing instructions
Child allowed to
practice onto
developmentall
y appropriate
mastery level
Phonics Progression Instructional Sequence Developmental
Stage
Goal Method/Learning Activity
Sen
sori
al P
ho
no
logi
cal A
war
enes
s.
Ch
ild c
an h
ear,
say
an
d c
om
pre
hen
d, b
ut
no
t w
rite
–p
re-m
oto
r
Auditory discrimination through Rhyme
Awareness
Singing Songs, especially nursery rhymes
Reading Rhyme
Read rhymes out aloud, but pause before saying last rhyming word in each line and encourage child to say the rhyming word that should come next
Talking silly rhymes
Auditory discrimination – by Train child's ear to
discriminate between sounds.
Use picture-noun cards to develop vocabulary
Have student mimic clapping rhythms
Have students mimic nonsensical and sensical graphemes. Can you say ..” “?
Read a short book and have child put hand up when they hear a particular sound
When you sing songs and nursery rhymes, show them the matching words on the page. By following text with your finger, help child understand that words are made of sounds
Auditory Discrimination with Difficult
Phonograms- Special care needs to be taken to
differentiate between similar sounds like ah, a,
o m, n d, t
Invite child to matching grapheme on sand letter with picture card
Sound walk – child draws pictures or writes down the names of the sounds they hear on the walk.
Grouping sounds – animals, musical instruments, vehicles, etc.
Invite child to correspond sounds with real life examples e.g. dogs barking, pig grunting, cow mooing, musical instrument playing.
Musical discrimination – Invite child to discriminate between loud/quiet, high/low, fast/slow notes music discrimination.
Clapping or tapping rhythms –with picture cards – take turns to clap syllable beats
Who is it? – choose a pupil to be blindfolded, then
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ask another pupil to say a short sentence. Ask the blindfolded pupil to identify the other pupil by name,
Bingo Sound – match picture with pronounced sound.
Rhyme time – ask the pupils to listen to a word. If it rhymes with the word that they have in their hand then they can keep it. The winner is the first person to collect five rhyming words.
I went to the zoo/park/seaside and saw something beginning with a
I spy with my little eye something that begins with or ends with /sound /
Learning vocabulary words Child Plays freely with the tub toys and learns their names, ask child to repeat name “Can you say?”
learn sounds of the alphabet letters Develop Songs for a,e,i,o,u or as many phonograms as possible
3 part Lesson with Sand Letters (The multiple phonemes(sounds) are taught immediately)kinesthetic games with alphabet mats
Spelling/making words in tubs with Sand letters
Spelling/making words in tub with moveable alphabet
Exp
licit
Ph
on
ic L
esso
ns
Associate the sounds to their written symbols Tubs and Sand Letter association
Beginning, Ending Sound Grouping
Associate phonogram with grapheme Teach the Sound/Symbol relationship with Flashcards of isolated phonogram through Socratic Questioning o emphasize hierarchy usage o review usage, dependent on rule
Phonics Game
Dewey Pyramids
Horizons
Manuscript letter formations 6 basic strokes
o letters
vowels, consonants and other phonograms
Reading Decoded Reader
eyeraobics
List of good readers
Blends, Digraphs, Diphthongs Flashcard Drills
word family grouping
Exp
licit
Spel
lin
g
Less
on
s
spell just the phonograms Teach the Sound/Symbol relationship with Flashcards of isolated phonogram and have child write/spell the phonograms they hear ( see JM
Fundamental Difference from
Traditional Montessori of 1:1
phoneme to grapheme
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order of presentation) o Teacher shows phonogram o Child sees phonogram (eventually can skip this part) o Teacher says each sound precisely (not run together) in
staccato manner o Child Hears phonogram o Teacher writes phonogram on board to model and explain
proper formation o Child says sound softly o Child writes the phonogram (Spalding, 2003)
emphasize correct pronunciation/ formation
review usage, dependent on rule
Feedback to redirect learning (initially immediately, than
fade to end of list)
Phonic Spelling Rules Jubilee Montessori Language Rules
Phonic Games
Star fall Games
Spelling Exercise from the Ayer List Teacher says word Teacher segments/ decodes word*(make sure you get
this right so that child will not misspell word due to incorrect segmentation/syllabication ex. /a/ /p/ /le/ vs. /ap/ /ple/)
Child listens to segmented word
Child says segmented word
Teacher verifies child is segmenting correctly
Child spells what he hears, (leaving space between phonograms…?) I’m not sure I want this
if there exists one or more possible grapheme (spelling pattern) to represent the sound (phonogram), the child underlines the phonogram and gives reason of phonogram selection by associating it with a rule. Child puts number of phonogram and Rule Initial in small print above the RHS of Phonogram (develop Rule initials)
Introduce and Review Spelling Rules when met by example to designate which grapheme is meant.
Review Jubilee Montessori Rules whenever relevant
Auditory Discrimination with challenging Phonograms
and Graphemes Same/different 1 – Invite child to listen to sets of two everyday
sounds and identify those that are the same and those that are
different.
Same/different 2 – Invite child to listen to sets of two words and
identify those that rhyme and those that don’t, e.g. catch,
match, and such.
Challenging Graphemes how they correspond Phoneme Sound bingo – invite child to rehearse the pronouncing the
graphemes and playing bingo with them - covering the correct
grapheme
knock, knock who is there? with Sand letters to correspond
grapheme with phonogram
Teacher says the sound, then asks child to point to a picture of
the grapheme. A more advanced student can write it.
Exp
licit
Wri
tin
g
Less
on
s
Grammar Diacritical Markings
Blend Drill chart
Rule Review
Phonics Pathways
Unique to Jubilee
Montessori
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Test of poor auditory discrimination:
problems identifying speech sounds
poor listening skills, especially when there is background noise
difficulty discriminating between similar words
difficulty with rhyming activities
poor articulation of sounds and words
kinesthetic strengths (and learn better through using concrete materials and practical experiences)
visual strengths (and enjoy learning through using visual materials such as charts, maps, videos, demonstrations
good motor skills (and have strengths in design and technology, art, PE and games.
http://www.teachingexpertise.com/articles/activities-to-develop-auditory-discrimination-skills-1101
gate, mate, weight, late
free, three, tree, see, she
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Speaking Progression
Function Necessary for Success Method of Attainment
hear God given
Hearing Aid
Interesting and pleasant
experiences
Listen Focus Habitual Practice
Mimic Opportunity Opportunity coupled with
encouragement to do so
hear
listen
mimick
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Spelling Progression
Function Necessary for Success Method of Attainment
Segment Be told correct pronunciation Good Teacher
Reason Correct Phonogram Rules familiarity Graphic Organizers
Fun and Catchy Songs
Write Phonogram Correspond phoneme (sound heard) to
appropriate grapheme (letter(s) that
represent the phoneme
Penmanship
Moveable alphabet
Fine motor Skill
Instruction of Manuscript
Practice
Segment word heard
Reason Correct Phonogram
Write Phongrams
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Reading Progression
Function Necessary for Success Method of Attainment
Recognize Grapheme Explicit Teaching of Phoneme Grapheme
Correspondence
Three part lesson
Correspond Correct Sound Explicit Teaching by sight
Explicit Teaching of Rule Application to
figure out proper pronunciation.
Blend Practice
Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of
introductory physics students
http://www.compadre.org/PER/items/detail.cfm?ID=2897
Recognize Grapheme
Correspond Correct Sound to grapheme
Blend
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Writing Progression
Function Necessary for Success Method of Attainment
This needs to be developed