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Montessori Art – Art Step 1 Level 1 Age 3 to 6 :

Category: The Arts, Downloadable PDF.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 6

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

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Montesori Art – Art Step 1 Level 2 Age 3 to 6 :

Category : The Arts, Downloadable PDF.

Compare Subscription Options.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 6

Age : 3 to 6

Instructions for use :

• Download the Montesori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

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Montessori Art – Art Step 2 Level 1 Age 3 to 6 :

Category : The Arts, Downloadable PDF.

Compare Subscription Options.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 6

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

The post Montessori Art Materials, Step 2 Level 1, Age 3 to 6 appeared first on MontessoriHelper.

Montessori Art – Art Step 2 Level 2 Age 3 to 6 :

Category : The Arts, Downloadable PDF.

Compare Subscription Options.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 6

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

The post Montessori Art Materials, Step 2 Level 2, Age 3 to 6 appeared first on MontessoriHelper.

“Art belongs to the whole world and the barriers of nationality vanish before it”

This quotation by Goethe sums up the fact that art is a gift to all human beings. Art transcends time and place. It is through the study of art and artifacts of ancient civilization, indeed since the time of early cave man, that we can understand and visualise their way of life and their emotional thoughts and feelings.

When we study art we perceive it on many levels, not only looking or hearing but seeing and listening, and above all, feelings. Art is a powerful form of communication as it reaches beyond the particular cultural era of its creation – recreating emotional responses in people of diverse cultures and generations.

The creation of a piece of art encompasses psychological and physiological manifestations. The mind conceives an idea and the hand finds some outward form of expression for that idea.

This expression in outward form can find a great variety of outlets such as in the visual arts, music, poetry, all literary forms, inventions and everyday functional objects.

CREATIVITY IN RELATION TO THE Montessori METHOD.

To create means to take what is known and understood and to form from that something new. The child’s task is to form himself. From the experiences and opportunities he receives from his environment, he creates for himself his own faculties of will, intellect, co-ordination and ultimately his whole personality – the adult he will be. Thus the child’s creative potential goes far beyond the usually accepted very limited concept of art of children.

The role of the adult in the Montessori classroom is to respect the creative nature and creative powers of the child and to prepare an environment to bring this potentiality to its fullest unfolding.

Art is an outward expression of an inner development and the Montessori programme encompasses various preparatory exercises to guide this inner development and encourages the outward expression to take a variety of forms.

PREPARATION OF THE MIND.

For a child to be creative he needs information in all areas of learning. The cultural curriculum will augment the child’s mind

with rich experiences and information of all branches of knowledge.

The adult’s responsibility is to help and guide the child in building his intellect. Through the cultural activities facts are presented in clear, interesting and exciting ways. The child’s mind is not confused with fantasy.

REFINEMENT OF THE SENSES.

To express outwardly an idea in the mind requires acute powers of observation. The child’s senses are refined by exploration, experience and repetition of the exercises and activities designed around the sensorial material.

The child is also able to perceive the nuances of the qualities of colour, texture, shape, and form essential for the successful execution of creative piece of art.

The Sensitive Period for the refinement of the senses is at its height between the ages of 2 ½ to 5 years. It is during this time that the various sensorial materials are introduced to the child. It thus makes optimum use of the special psychological powers, which make it possible for the child to abstract the essence of the materials more easily and more perfectly than would be the case at any other stage of development.

PREPARATION OF THE HAND.

The hand serves as an instrument of the mind and must be prepared in order that it can make visible in creative form what the mind wishes to express.

The Practical Life activities are designed to refine the child’s hand and eye co-ordination. There are motives for control built into the activities and the child practices and repeats until the hand obeys the mind e.g. pouring without spilling.

These activities are an indirect preparation for the hand in respect of art much in the same way as they are an indirect preparation for writing.

PREPARATION FOR ORDER.

A sequential orderly way of carrying out tasks and thus learning a skill gives the child a pattern for orderly thinking and functioning. The practical life activities have a logical beginning, middle and end. The child acquires a synthesis of order which leads to concentration and development of the will, both very important attributes for self – expression through art.

CREATIVITY IN THE Montessori CLASS.

1. The creative use of language is encouraged from very early on e.g. discussions, conversations, writing own stories etc. the children are expose to the beauty of language in the form of poetry, stories, picturesque vocabulary in all cultural areas. Thus the children are able to express themselves beautifully because of the exposure they have received in the environment.

2. When the children take a piece of sensorial material and re-arrange it in a new way, observing a pattern that is different, they are creating. They have already absorbed the essence of the materials concerned. Their experimentation adds further understanding and further application.

3. Music is an integral part of the Montessori curriculum. The children are encouraged to sing, move rhythmically, learn to play the bells to refine their sense of pitch. They also learn notation. This is all preparation for composition, which is the natural point of arrival. The children are encouraged and are able to create their own music.

4. In order for a child to come to know and appreciate visual art, it must be part of his everyday environment. With the aid of the power of the Absorbent Mind the child absorbs aesthetically from the environment. The home environment should contain art so that the child is exposed to the beauty and wonder of thought expressed through art from his earliest days. As the Absorbent Mind also absorbs attitudes, the attitudes of the persons in the child’s environment towards the beauties of art will become part of the subconscious of the child to develop later as part of his total personality.

5. The visual arts have a place in the Montessori curriculum as an important area of learning. Children’s work as well as that of adults should adorn homes, school and public places. It is important that the adults respect the art of the child – it is an expression of himself and to give a negative response would be to damage the child’s self – image.

The post Introduction to Art in the Montessori Method appeared first on MontessoriHelper.

Art Step1 -Level 1 Materials

(All identical pairs in a folder are totally different from all the other pairs in that folder, primarily in subject, but also in colour and style.) DIRECT AIM

• To Match the Cards

• Visual discrimination
• Concentration
• Appreciation of great art

1. Remove the cards from the level 1 folder. They are usually kept in the left pocket of the folder.
2. Lay the first set out in a vertical or horizontal row.
3. Remove the identical cards from the right hand pocket and carefully look for its matching partner.
4. Once you have found its match, place the identical pairs beside one another.
5. Show the child how to put the left-hand row back into the pouch.
6. Show the child how to muddle up the other set and also how to return the right hand row into the right hand side of the pouch.
7. Invite the child to have a turn.

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Montessori Art – Art Step 3 Level 1 Age 3 to 6 :

Category: The Arts, Downloadable PDF.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 12

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

The post Montessori Art Materials Art Step 3 Level 1 Cards Age 3 to 6 appeared first on MontessoriHelper.

Art Step1 -Level 2 Materials

(Some of the identical pairs in each folder are somewhat different from all the other pairs in that folder. They can be similar in subject; they can be similar in colour or they can be similar in style. Because of the slight resemblance, the child has to look more closely.) DIRECT AIM

• To Match the Cards

• Visual discrimination
• Concentration
• Appreciation of great art

1. Remove the cards from the level 1 folder. They are usually kept in the left pocket of the folder.
2. Lay the first set out in a vertical or horizontal row.
3. Remove the identical cards from the right hand pocket and carefully look for its matching partner.
4. Once you have found its match, place the identical pairs beside one another.
5. Show the child how to put the left-hand row back into the pouch. Show the child how to muddle up the other set and also how to return the right hand row into the right hand side of the pouch.
6. Invite the child to have a turn.

Antonyms and synonyms. VARIATIONS

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(All 6 identical pairs in each folder are very similar to each other. They are all by the same artist, they all feature the same kind of subject and they are all done in a similar style. The child has to look very carefully.) DIRECT AIM

• To Match the Cards

• Visual discrimination
• Concentration
• Appreciation of great art

1. Remove the cards from the level 1 folder. They are usually kept in the left pocket of the folder.
2. Lay the first set out in a vertical or horizontal row.
3. Remove the identical cards from the right hand pocket and carefully look for its matching partner.
4. Once you have found its match, place the identical pairs beside one another.
5. Show the child how to put the left-hand row back into the pouch.
6. Show the child how to muddle up the other set and also how to return the right hand row into the right hand side of the pouch.
7. Invite the child to have a turn.

Antonyms and synonyms. VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Art Step 2 – Level 1

AREA

The Arts

AGE

3 – 6 Years

MATERIALS

Art Step 2 -Level 1 Materials

(Each companion pair are made up of vertical or horizontal paintings or one horizontal and one vertical painting. All the companion pairs are radically different from each other, primarily in subject but also in style and colour.)

DIRECT AIM

• To Match the Cards

INDIRECT AIM

• Visual discrimination
• Concentration
• Appreciation of great art

PRESENTATION

1. Remove the cards from the level 1 step 2, folder. They are usually kept in the left pocket of the folder.
2. Lay the first set out in a vertical or horizontal row.
3. The children have to look for two paintings by the same artist.
4. The paintings are not identical but they are similar in both style and subject.
5. Remove the second set of cards from the right hand pocket and carefully look for its matching artist.
6. Check the reverse side to ensure that they are in fact both by the same artist
7. Once you have found its match, place the pairs beside one another.
8. Show the child how to put the left-hand row back into the pouch. Show the child how to muddle up the other set and also how to return the right hand row into the right hand side of the pouch.
9. Invite the child to have a turn.

CONTROL OF ERROR

The cards are not matched

EXTENSIONS

VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Art Step 2 – Level 2

AREA

The Arts

AGE

3 – 9 Years

MATERIALS

Art Step 2 -Level 2 Materials

(Each companion pair are made up of vertical or horizontal paintings or one horizontal and one vertical painting. The 6 pairs in each folder are not so radically different from each other. Some of the pairs can have subjects but should be highly contrasting in style and colour. Other pairs can have the same predominant colour but contrasting subject matter.)

DIRECT AIM

• To Match the Cards

INDIRECT AIM

• Visual discrimination
• Concentration
• Appreciation of great art

PRESENTATION

1. Remove the cards from the level 2 step 2, folder. They are usually kept in the left pocket of the folder.
2. Lay the first set out in a vertical or horizontal row.
3. The children have to look for two paintings by the same artist.
4. The paintings are not identical but they are similar in both style and subject.
5. Remove the second set of cards from the right hand pocket and carefully look for its matching artist.
6. Check the reverse side to ensure that they are in fact both by the same artist
7. Once you have found its match, place the pairs beside one another.
8. Show the child how to put the left-hand row back into the pouch. Show the child how to muddle up the other set and also how to return the right hand row into the right hand side of the pouch.
9. Invite the child to have a turn.

CONTROL OF ERROR

The cards are not matched

EXTENSIONS

VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Art Step 2 – Level 3

AREA

The Arts

AGE

3 – 9 Years

MATERIALS

Art Step 2 -Level 2 Materials

(The 6 pairs in each folder all have the same subject matter. Examples for each of the several folders follow:

• 6 companion pairs of children
• 6 companion pairs of abstract paintings
• 6 companion pairs of paintings of flowers
• This is a gradual transition from subject clues to style clues.
• The child can no longer use subject clues. The colours may also be similar.)

DIRECT AIM

• To Match the Cards

INDIRECT AIM

• Visual discrimination
• Concentration
• Appreciation of great art

PRESENTATION

1. Remove the cards from the level 3 step 2, folder. They are usually kept in the left pocket of the folder. They may have a red dot on the lower left-hand corner of the cards.
2. Lay the first set out in a vertical or horizontal row.
3. Discuss with the child the painting commenting on the colours, the content. Tell the children you are looking at the artist’s style – that is the special way that it was painted.
4. The children have to look for two similar paintings by the same artist.
5. The paintings are not identical but they are similar in style. There are 3 different artists that have done these paintings.
6. Remove the second set of cards from the right hand pocket and carefully look for its matching artist. These may have a black dot on them.
7. Check the reverse side to ensure that they are in fact both by the same artist
8. Once you have found its match, place the pairs beside one another.
9. Show the child how to put the left-hand row back into the pouch. Show the child how to muddle up the other set and also how to return the right hand row into the right hand side of the pouch.
10. Invite the child to have a turn.

CONTROL OF ERROR

The cards are not matched

EXTENSIONS

VARIATIONS

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Montessori Art – Art Step 4 Age 3 to 6 :

Category: The Arts, Downloadable PDF.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 6

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

The post Montessori Art Materials Art Step 4 Cards Age 3 to 6 appeared first on MontessoriHelper.

Montessori Art – Art Step 5 Age 3 to 6 :

Category: The Arts, Downloadable PDF.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 11

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

The post Montessori Art Materials Art Step 5 Cards Age 3 to 6 appeared first on MontessoriHelper.

Montessori Art – Art Step 1 Level 1 Age 3 to 6 :

Category: The Arts, Downloadable PDF.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 6

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

The post Montessori Art Materials Art Step 6 Cards Age 3 to 6 appeared first on MontessoriHelper.

Montessori Art – Art Step 7 Age 3 to 6 :

Category: The Arts, Downloadable PDF.

Size: Each Page is A4 in size and has two nomenclatures per page

Number of Pages : 24

Age : 3 to 6

Instructions for use :

• Download the Montessori Nomenclature PDF file to your PC and then print it out.
• Once you have printed the Montessori Nomenclature Cards, then cut them along the perforated lines.
• You should laminate the cards if you can, if you cannot you can paste them onto a piece of firm cardboard paper.
• For each page you will have cut out one card that has the description included in it and one card without the description.
• You will also cut out the separate description tag, which is used for sequential matching.

The post Montessori Art Materials Art Step 7 Cards Age 3 to 6 appeared first on MontessoriHelper.

NAME OF MONTESSORI ACTIVITY

Cards and Counters

AREA

Maths

AGE

4 – 4.5 Years

MATERIALS

• A small box containing 55 small, red counters.
• A box containing solid, wooden red-painted numbers from one to ten.

DIRECT AIM

• To teach the child the concept of odd and even numbers.
• To reinforce the sequencing from one to ten and to place the numbers in the correct sequence.

INDIRECT AIM

PRESENTATION

1. Begin the work cycle.
2. Ask the child to lay out a floor mat.
3. The child carries the materials to the mat ensuring that he carries only one thing at a time.
4. Lay out the numbers at random at the bottom of the mat.
5. Show the child how to lay the cards out besides each other in a row from left to right along the far edge of the mat. Leave a little space between each number. Only lay out the first two and let the child continue. You may have to prompt him a bit by asking him “ and which number comes after 3” and so on.
6. Show the child how to lay out the correct number of counters for each number below the number card.
7. The counters should be placed in pairs if there is an even number and where there is an odd number, show the child how to place the odd counter in the centre of the row.
8. If the child has easily understood this activity, show the child how to draw the tip of his finger down the middle of each row of numbers.
9. If your finger passes through the row, say “even”.
10. For each row in which your finger strikes an unpaired counter at the end of the column, move that counter slightly towards yourself, and say “odd”.
11. Reinforce the odd numbers and the even numbers by way of a three period lesson.

CONTROL OF ERROR

There are only enough counters for each number

EXTENSIONS

VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Large Moveable Alphabet

AREA

Language

AGE

4 – 4.5 Years

MATERIALS

• A large wooden box containing different compartments. Each compartment has a quantity of a particular letter of the alphabet. The vowels are in blue, the consonants in pink or red.
• The sandpaper letters.
• A floor mat.

DIRECT AIM

• To show the child, as an introduction to writing, that the symbols for the sounds in speech can be used to express thoughts and make words.

INDIRECT AIM

PRESENTATION

Pre Presentation

1. Invite the child to get a work mat. Tell the child that we are going to familiarise them the letters in the movable alphabet.
2. Open the box and place the lid underneath it.
3. Place the lined floor mat below the box.
4. Ask the child to find a sound in the box. For example, “Can you find the m?”
5. If the child hesitates, ask the child to find the letters in the sandpaper letters, to trace it, and then to find it in the box or to match it to the letter in the box.
6. Alternatively, introduce a sandpaper letter, ask the child to find its match in the box and show the child how to place the letter on the lined mat, next to the sandpaper letter, starting at the top, left hand side of the mat and working down.
7. When the child feels confident with the movable alphabet, ask him to replace the letters in the box, beginning at the left-hand side of the mat, moving towards the right hand side, and as he replaces them, so he sounds out the letters.

Presentation 1 – Spontaneous Word Building

1. Invite the child to get a work mat. Tell the child that we are going to work with the movable alphabet.
2. Open the box and place the lid underneath it.
3. Place the lined floor mat below the box.
4. Suggest a three lettered word to the child, for e.g. cat.
5. Say, “cat…what are the sounds you hear when I say cat?” The Montessori Directress says this in an even voice until she feels the child is tuned into the process and listening carefully.
6. Say the word “cat” again, accentuating the sound, “C - a-t “. Repeat the sound if needs be.
7. The child listens, identifies the sound, and places a C on the line, in the position as indicated by the Montessori Directress. (Starting at the top, left hand side of the mat and working down.)
8. The Montessori Directress then asks the child, “Would you like to listen to the next sound, “c – A – t”, this time stressing the next sound.
9. The child listens, repeats the sound, finds the letter and places it into position on the line beside the C.
10. The Montessori Directress then asks the child if he would like to listen to the last sound. This time she stresses the “T” in c-a-t.
11. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “ A.”
12. Go on to a second and possibly a third word depending on the child’s interest.
13. Complete the work cycle by praising the child’s work saying, “We made some new words today. Well done and thank you for working with me. We can do some more tomorrow.”
14. Show the child how to put away the letters. We do so from left to right, top to bottom, which is an aid to reading and writing directionality.
15. As this is a word building exercise, we do not read the words back

Presentation 2

1. Invite the child to get a floor mat. Tell the child that we are going to work with the movable alphabet.
2. Open the box and place the lid underneath it.
3. Place the lined floor mat below the box.
4. The Montessori Directress places a three letter phonetic object in front of the child, placing it at the top, left hand side of the mat.
5. She identifies it, saying, “This is a van (or a top, mat, ram, peg and so on)”.
6. Say the word “van”, accentuating the sound, “V - a-n “. Repeat the sound if needs be.
7. The child listens, identifies the sound, and places a V on the line, in the position as indicated by the Montessori Directress.
8. The Montessori Directress then asks the child, “Would you like to listen to the next sound, “v – A – n”, this time stressing the next sound.
9. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “V”.
10. The Montessori Directress then asks the child if he would like to listen to the last sound. This time she stresses the “N” in v-a-n.
11. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “ A.”
12. Place out a second and possibly a third object, depending on the child’s interest and repeat the process.
13. Thank the child for working with you and ask him to put the objects and letters back. If the child should spontaneously want to read the words through, allow it, but do not insist on it.

Presentation 3

1. Invite the child to get a floor mat. Tell the child that we are going to work with the movable alphabet.
2. Open the box and place the lid underneath it.
3. Place the lined floor mat below the box.
4. The Montessori Directress places a three letter phonetic picture card in front of the child, placing it at the top, left hand side of the mat.
5. She identifies it, saying, “This is a van (or a top, mat, ram, peg and so on)”.
6. Say the word “van”, accentuating the sound, “V - a-n “. Repeat the sound if needs be.
7. The child listens, identifies the sound, and places a V on the line, in the position as indicated by the Montessori Directress.
8. The Montessori Directress then asks the child, “Would you like to listen to the next sound, “v – A – n”, this time stressing the next sound.
9. The child listens, repeats the sound, finds the letter and places it into position on the line beside the V.
10. The Montessori Directress then asks the child if he would like to listen to the last sound. This time she stresses the “N” in v-a-n.
11. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “ A.”
12. Place out a second and possibly a third object, depending on the child’s interest and repeat the process.
13. Thank the child for working with you and ask him to put the objects and letters back. If the child should spontaneously want to read the words back, allow it, but do not insist on it.

CONTROL OF ERROR

EXTENSIONS

VARIATIONS

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• A box containing 6 matching Green word and picture cards.
• A floor mat.

• To further introduce the reading cards.
• To practise reading 4 or more letter phonetic words.

• To enhance the child’s vocabulary.
• To read

1. Invite the child to get a table mat. Tell the child that we are going work with the picture / word box.
2. The child sits on your non-dominant side.
3. The Montessori Directress opens the box, removes the pictures from the box, and places them horizontally on the table, from left to right, in front of the child.
4. The Montessori Directress identifies the pictures.
5. The Montessori Directress removes the word cards, replaces the lid on the box and puts it aside.
6. The Montessori Directress takes the first card, shows it to the child, and asks him to sound out the word.
7. As the child sounds out the word, so the Montessori Directress asks the child to go faster and faster, guiding his reading with her finger underneath the word.
8. As the child starts to read faster and faster, so he eventually blends the word, and discovers for himself the word that he is reading.
9. The Montessori Directress then asks the child to place the card under the matching picture.
10. The Montessori Directress then places the next word card in front of the child, invites him to sound it out, to blend it, and to match it to its corresponding object.
11. The exercise continues until all the cards have been read and picture and cards have been matched.
12. Ask the child to sound out and to read through all the words again, starting from left to right, as a final check.
13. Show the child how to collect all the cards from left to right and how to replace them in the box.
14. He can also collect all the picture cards randomly and replace them into the box.

The post Green Picture and Word Box Lesson Activity appeared first on MontessoriHelper.

NAME OF MONTESSORI ACTIVITY

Pink Picture and Word Box – Reading

AREA

Language – Pink Series

AGE

4 – 4.5 Years

MATERIALS

• A box containing 6 matching Pink word and picture cards.
• A floor mat.

DIRECT AIM

• To further introduce the reading cards.
• To practise reading 4 or more letter phonetic words.

INDIRECT AIM

• To enhance the child’s vocabulary.
• To read

PRESENTATION

1. Invite the child to get a table mat. Tell the child that we are going work with the picture / word box.
2. The child sits on your non-dominant side.
3. The Montessori Directress opens the box, removes the pictures from the box, and places them horizontally on the table, from left to right, in front of the child.
4. The Montessori Directress identifies the pictures.
5. The Montessori Directress removes the word cards, replaces the lid on the box and puts it aside.
6. The Montessori Directress takes the first card, shows it to the child, and asks him to sound out the word.
7. As the child sounds out the word, so the Montessori Directress asks the child to go faster and faster, guiding his reading with her finger underneath the word.
8. As the child starts to read faster and faster, so he eventually blends the word, and discovers for himself the word that he is reading.
9. The Montessori Directress then asks the child to place the card under the matching picture.
10. The Montessori Directress then places the next word card in front of the child, invites him to sound it out, to blend it, and to match it to its corresponding object.
11. The exercise continues until all the cards have been read and picture and cards have been matched.
12. Ask the child to sound out and to read through all the words again, starting from left to right, as a final check.
13. Show the child how to collect all the cards from left to right and how to replace them in the box.
14. He can also collect all the picture cards randomly and replace them into the box.

CONTROL OF ERROR

The pictures do not match the word cards

EXTENSIONS

VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Blue Picture and Word Box – Reading

AREA

Language – Blue Series

AGE

4 – 4.5 Years

MATERIALS

• A box containing 6 matching Blue word and picture cards.
• A floor mat.

DIRECT AIM

• To further introduce the reading cards.
• To practise reading 4 or more letter phonetic words.

INDIRECT AIM

• To enhance the child’s vocabulary.
• To read

PRESENTATION

1. Invite the child to get a table mat. Tell the child that we are going work with the picture / word box.
2. The child sits on your non-dominant side.
3. The Montessori Directress opens the box, removes the pictures from the box, and places them horizontally on the table, from left to right, in front of the child.
4. The Montessori Directress identifies the pictures.
5. The Montessori Directress removes the word cards, replaces the lid on the box and puts it aside.
6. The Montessori Directress takes the first card, shows it to the child, and asks him to sound out the word.
7. As the child sounds out the word, so the Montessori Directress asks the child to go faster and faster, guiding his reading with her finger underneath the word.
8. As the child starts to read faster and faster, so he eventually blends the word, and discovers for himself the word that he is reading.
9. The Montessori Directress then asks the child to place the card under the matching picture.
10. The Montessori Directress then places the next word card in front of the child, invites him to sound it out, to blend it, and to match it to its corresponding object.
11. The exercise continues until all the cards have been read and picture and cards have been matched.
12. Ask the child to sound out and to read through all the words again, starting from left to right, as a final check.
13. Show the child how to collect all the cards from left to right and how to replace them in the box.
14. He can also collect all the picture cards randomly and replace them into the box.

CONTROL OF ERROR

The pictures do not match the word cards

EXTENSIONS

VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Pink Object and Word Box – Reading

AREA

Language – Pink Series

AGE

4 – 4.5 Years

MATERIALS

• A box containing 6 Pink word objects.
• A box containing 6 matching Pink word cards.
• A floor mat.

DIRECT AIM

• To further introduce the reading cards.
• To practise reading 4 or more letter phonetic words.

INDIRECT AIM

• Visual discrimination
• Concentration
• Broaden his cultural knowledge

PRESENTATION

1. Invite the child to get a table mat. Tell the child that we are going work with the object / word box.
2. The child sits on your non-dominant side.
3. The Montessori Directress opens the box, removes the objects from the box, and places them horizontally on the table, from left to right, in front of the child.
4. The Montessori Directress identifies the objects, for instance, the shirt, may in fact be called a vest in this context.
5. The Montessori Directress removes the word cards, replaces the lid on the box and puts it aside.
6. The Montessori Directress takes the first card, shows it to the child, and asks him to sound out the word.
7. As the child sounds out the word, so the Montessori Directress asks the child to go faster and faster, guiding his reading with her finger underneath the word.
8. As the child starts to read faster and faster, so he eventually blends the word, and discovers for himself the word that he is reading.
9. The Montessori Directress then asks the child to place the card under the matching object.
10. The Montessori Directress then places the next word card in front of the child, invites him to sound it out, to blend it, and to match it to its corresponding object.
11. The exercise continues until all the cards have been read and objects and cards have been matched.
12. Ask the child to sound out and to read through all the words again, starting from left to right, as a final check.
13. Show the child how to collect all the cards from left to right and how to replace them in the box.
14. He can also collect all the objects randomly and replace them into the box.

CONTROL OF ERROR

The objects do not match the word cards

EXTENSIONS

VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Blue Object and Word Box – Reading

AREA

Language – Blue Series

AGE

4 – 4.5 Years

MATERIALS

• A box of about 6, Blue word objects.
• A box containing 6 matching Blue word cards.
• A floor mat.

DIRECT AIM

• To further introduce the reading cards.
• To practise reading 4 or more letter phonetic words.

INDIRECT AIM

• Visual discrimination
• Concentration
• Broaden his cultural knowledge

PRESENTATION

1. Invite the child to get a table mat. Tell the child that we are going work with the object / word box.
2. The child sits on your non-dominant side.
3. The Montessori Directress opens the box, removes the objects from the box, and places them horizontally on the table, from left to right, in front of the child.
4. The Montessori Directress identifies the objects, for instance, the shirt, may in fact be called a vest in this context.
5. The Montessori Directress removes the word cards, replaces the lid on the box and puts it aside.
6. The Montessori Directress takes the first card, shows it to the child, and asks him to sound out the word.
7. As the child sounds out the word, so the Montessori Directress asks the child to go faster and faster, guiding his reading with her finger underneath the word.
8. As the child starts to read faster and faster, so he eventually blends the word, and discovers for himself the word that he is reading.
9. The Montessori Directress then asks the child to place the card under the matching object.
10. The Montessori Directress then places the next word card in front of the child, invites him to sound it out, to blend it, and to match it to its corresponding object.
11. The exercise continues until all the cards have been read and objects and cards have been matched.
12. Ask the child to sound out and to read through all the words again, starting from left to right, as a final check.
13. Show the child how to collect all the cards from left to right and how to replace them in the box.
14. He can also collect all the objects randomly and replace them into the box.

CONTROL OF ERROR

The objects do not match the word cards

EXTENSIONS

VARIATIONS

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NAME OF MONTESSORI ACTIVITY

Art Step 3 – Level 1

AREA

The Arts

AGE

3 – 9 Years

MATERIALS

Art Step 2 -Level 2 Materials

(The 4 paintings by one artist must be similar to each other in both style and subject. At the same time, the 4 paintings must be very different in subject and style from the 4 paintings by each of the other two artists included in the folder. For e.g. You may have the following:

• 4 paintings of ballet dancers by Degas
• 4 abstract paintings by Miro.
• 4 paintings by Michelangelo)

DIRECT AIM

• To Match the Cards

INDIRECT AIM

• Visual discrimination
• Concentration
• Appreciation of great art

PRESENTATION

1. Remove the cards from the level 1 step 3, folder. They are usually kept in the left pocket of the folder. They may have a yellow dot on the lower left-hand corner of the first card including a green dot, a red dot and a black dot on each set of the artist’s cards. In the first set (yellow dot) the artist’s name may be written. Discuss the artist’s name and associate his painting with his name.
2. Lay the first set out in a vertical or horizontal row.
3. Discuss with the child the painting commenting on the style of that particular artist – that is the special way that it was painted.
4. The children have to look for four similar paintings by the same artist.
5. Check the reverse side to ensure that they are in fact all by the same artist
6. Once you have found the matching three cards, place them all beside one another.
7. Show the child how to put the 4 sets away in the pouch with 4 pockets.
8. Invite the child to have a turn.

CONTROL OF ERROR

The cards are not matched

EXTENSIONS

Discuss with the children why they think an artist likes to paint a particular scene. Discuss how an artists life might influence his art – what were the circumstances like at that particular period in the Artist’s life?

VARIATIONS

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