Montessori PDF Materials, Parts of a Lizard, Age 3 to 6

 Zoology  No Responses »
Apr 282013
 
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Montessori Nomenclature Cards, Parts of the Lizard

Category : Montessori Cultural – Zoology, Downloadable Premium PDF.

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Size:

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

Number of Pages : 7

Age : 3 to 6

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Instructions for use and Download :

  • 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.
  • 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.

To see how to use these Montessori Nomenclature Cards take a look at this Video Tutorial example

Montessori PDF Materials, Parts of the Human Foot, Age 3 to 6

 Biology  No Responses »
Apr 202013
 
Montessori Human Foot Cards Montessori Human Foot Cards

Montessori Nomenclature Cards, Parts of the Human Foot

Category : Montessori Cultural – Biology, Downloadable PDF.


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Montessori Human Foot Cards

Size:

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

Number of Pages : 14

Age : 3 to 6

Instructions for use and Download :

  • 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.
  • 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.

To see how to use these Montessori Nomenclature Cards take a look at this Video Tutorial example

Mommy It’s a Renoir – Art Step 1, Level 1 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 1, Level 1 Lesson Activity
Apr 072013
 

Download your Free Step 1 Materials below or click here to see full Arts Curriculum

NAME OF MONTESSORI ACTIVITY : Art Step 1 – Level 1
AREA : The Arts
AGE : 3 – 6 Years
MATERIALS

Montessori Helper

Download your Free Art Step1 -Level 1 Materials that go with this activity by clicking here

(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

INDIRECT AIM

  • Visual discrimination
  • Concentration
  • Appreciation of great art

PRESENTATION

  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.

CONTROL OF ERROR

The cards are not matched

EXTENSIONS

Ask the child which picture he likes the best and why. Perhaps you could talk about the colours – whether he likes the colours that have been used. You can also discuss the way that the picture makes the child feel. Talk about likes and dislikes,Antonyms and synonyms.

But Don’t Wait until the the paintings are all gone !

 


Click Here to see what is included ?

Mommy It’s a Renoir – Art Step 1, Level 2 Lesson Activity

 The Arts  No Responses »
Apr 072013
 

NAME OF MONTESSORI ACTIVITY : Art Step 1 – Level 2

AREA : The Arts

AGE : 3 – 6 Years

MATERIALS

Montessori Helper

Download Art Step1 -Level 2 Materials that go with this presentation. (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

INDIRECT AIM

  • Visual discrimination
  • Concentration
  • Appreciation of great art

PRESENTATION

  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.

CONTROL OF ERROR
The cards are not matched

EXTENSIONS
Ask the child which picture he likes the best and why. Perhaps you could talk about the colours – whether he likes the colours that have been used. You can also discuss the way that the picture makes the child feel. Talk about likes and dislikes, Antonyms and synonyms.

Mommy It’s a Renoir – Art Step 1, Level 3 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 1, Level 3 Lesson Activity
Apr 072013
 

NAME OF MONTESSORI ACTIVITY : Art Step 1 – Level 3
AREA : The Arts
AGE : 3 – 9 Years
MATERIALS

Montessori Helper

Download Art Step 1, Level 3 Materials that go with this presentation (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

INDIRECT AIM

  • Visual discrimination
  • Concentration
  • Appreciation of great art

PRESENTATION

  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.

CONTROL OF ERROR
The cards are not matched

EXTENSIONS
Ask the child which picture he likes the best and why. Perhaps you could talk about the colours – whether he likes the colours that have been used. You can also discuss the way that the picture makes the child feel. Talk about likes and dislikes, Antonyms and synonyms.

Mommy It’s a Renoir – Art Step 2, Level 1 Lesson Activity

 The Arts  No Responses »
Apr 072013
 

NAME OF MONTESSORI ACTIVITY : Art Step 2 – Level 1
AREA : The Arts
AGE : 3 – 6 Years
MATERIALS

Montessori Helper

Download Art Step 2 -Level 1 Materials that go with this presentation (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

Mommy It’s a Renoir – Art Step 2, Level 2 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 2, Level 2 Lesson Activity
Apr 072013
 

NAME OF MONTESSORI ACTIVITY : Art Step 2 – Level 2
AREA : The Arts
AGE : 3 – 9 Years
MATERIALS

Montessori Helper

Download Art Step 2 -Level 2 Materials that go with this presentation (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

Mommy It’s a Renoir – Art Step 2, Level 3 Lesson Activity

 The Arts  No Responses »
Apr 072013
 

NAME OF MONTESSORI ACTIVITY : Art Step 2 – Level 3
AREA : The Arts
AGE : 3 – 9 Years
MATERIALS

Montessori Helper

Download Art Step 2 -Level 2 Materials that go with this presentation (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

Large Moveable Alphabet Lesson Activity

 Begining Language  No Responses »
Apr 012013
 


AREALanguageAGE4 – 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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Mommy It’s a Renoir – Art Step 3, Level 1 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 3, Level 1 Lesson Activity
Apr 012013
 

AGE : 3 – 9 Years
MATERIALS

Montessori Helper

Download Art Step 2 -Level 2 Materials that go with this presentation (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?

Mommy It’s a Renoir – Art Step 3, Level 2 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 3, Level 2 Lesson Activity
Apr 012013
 

NAME OF MONTESSORI ACTIVITY

Art Step 3 – Level 2

AREA

The Arts

AGE

3 – 9 Years

MATERIALS

  Montessori Helper

Art Step 2 -Level 2 Materials

(The 4 paintings by one of the three artists must be similar to each other in subject but the styles are very different. For example,

  • 4 paintings by Mary Cassatt
  • 4 paintings by Michelangelo
  • 4 paintings by Van Gogh
  • 4 paintings by Renoir
  • 4 paintings Rembrandt
  • 4 paintings Rouault
  • 4 paintings of Leonardo da Vinci
  • 4 paintings by Cezanne
  • 4 paintings by Carl Larsson)

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 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

 

VARIATIONS

  

Mommy It’s a Renoir – Art Step 4 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 4 Lesson Activity
Apr 012013
 
NAME OF MONTESSORI ACTIVITY Art Step 4 – Learning the Names of Famous Artists
AREA The Arts
AGE 3 – 9 Years
MATERIALS   Montessori Helper

Art Step 2 -Level 2 Materials

(This step is designed for children who can read or are learning to read. It allows them to become familiar with the names of many well –known artists by focusing on a particular subject, such as “little Boys” or “Little Girls”. They look how 6 different artists treated the same subject matter. The cards should reflect each artist’s style for which he is well known.)
DIRECT AIM
  • To Match the Cards
INDIRECT AIM
  • Visual discrimination
  • Concentration
  • Appreciation of great art
PRESENTATION
  1. Remove the cards from step 4 folder. Print the name of the artist below the painting on one set. These are the Control cards.
  2. The remaining cards do not have the names printed on them.
  3. Print the names on separate labels for the second set of cards.
  4. The Control cards are kept in the left pocket of each folder.
  5. The second set of cards and labels are kept in the right hand side pocket.
  6. Begin with a folder from an artist that you have previously spoken about.
  7. Place the control cards in a vertical row saying each artist’s name out aloud as you handle his painting.
  8. Remove the second set and place each one beside the identical painting.
  9. Remove the name cards and select each artist’s name by consulting the control set. Place each name card below the painting.
  10. When the layout is complete, point out to the child that each pair of paintings and names are identical.
  11. Invite the child to have a turn.
  12. As a further challenge:
  13. Place the unlabelled cards in a row and show the child how to match the name to the card.
  14. Use the control cards and place these below each painting to check for correct matching. Invite the child to have a turn.
CONTROL OF ERROR The cards are not matched
EXTENSIONS  
VARIATIONS

Mommy It’s a Renoir – Art Step 5 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 5 Lesson Activity
Apr 012013
 
NAME OF MONTESSORI ACTIVITY Art Step 5 – Learning the Names of Famous Paintings
AREA The Arts
AGE 3 – 9 Years
MATERIALS   Montessori Helper

Art Step 5 Materials

(The children learn the names of a few very significant paintings that are widely known by their titles. There are identical pairs of cards with one set (the control cards ) which bears the name of the painting and the name of the artist. The second set is blank but has a loose label bearing the name of the painting and the name of the artist.)
DIRECT AIM
  • To Match the Cards
INDIRECT AIM
  • Visual discrimination
  • Concentration
  • Appreciation of great art
PRESENTATION
  1. Remove the control cards from the level 5. These are kept in the left-hand folder.
  2. Lay the first set out in a vertical or horizontal row.
  3. The second set of cards and labels are kept in the right hand side pocket.
  4. Begin with a folder from an artist that you have previously spoken about.
  5. Place the control cards in a vertical row saying each artist’s name out aloud as well as the name of the painting, as you handle each painting.
  6. Remove the second set and place each one besides the identical painting.
  7. Remove the name cards and select each artist’s name and the name of the painting, by consulting the control set. Place each name card below the painting.
  8. When the layout is complete, point out to the child that each pair of paintings and names are identical.
  9. Invite the child to have a turn.
CONTROL OF ERROR The cards are not matched
EXTENSIONS  
VARIATIONS

Mommy It’s a Renoir – Art Step 6 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 6 Lesson Activity
Apr 012013
 
NAME OF MONTESSORI ACTIVITY Art Step 6 – Learning about the Schools of Art
AREA The Arts
AGE 3 – 9 Years
MATERIALS   Montessori Helper

Art Step 2 -Level 2 Materials

(The children can begin to recognise the work of some of the major artists. These artist come to represent different schools of art. A school of art, is a group of artists whose paintings show a general similarity of style.

  • · French impressionistic Paintings
  • · 17th century Dutch Paintings
  • · 18th century British Portraits
  • · Geometric Abstract Paintings
  • · Primitive Paintings
  • · Japanese Paintings)
DIRECT AIM
  • To learn the names of 6 different schools of art.
INDIRECT AIM
  • Visual discrimination
  • Concentration
  • Broaden his cultural knowledge
PRESENTATION
  1. Begin with about 6 selected schools of art that are familiar to the child.
  2. Lay out the set out in a vertical or horizontal row.
  3. Ask the child if he notices any similarities about all the paintings.
  4. Tell the child that all the paintings in that folder were done by artists who worked in a particular place and used a particular style. Therefore we say they belong to a particular school of art.
  5. Point to the name of the school on the folder and find the location of that school on a world map.
CONTROL OF ERROR The cards are not matched
EXTENSIONS  
VARIATIONS

Mommy It’s a Renoir – Art Step 7 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 7 Lesson Activity
Apr 012013
 
NAME OF MONTESSORI ACTIVITY Art Step 7 – Learning more about the Schools of Art
AREA The Arts
AGE 3 – 9 Years
MATERIALS   Montessori HelperArt Step 2 -Level 2 Materials

(The children can begin to recognise the work of some of the major artists. These artist come to represent different schools of art. A school of art, is a group of artists whose paintings show a general similarity of style.

  • · French impressionistic Paintings
  • · 17th century Dutch Paintings
  • · 18th century British Portraits
  • · Geometric Abstract Paintings
  • · Primitive Paintings
  • · Japanese Paintings

Have a triple sorting folder with three different schools of art.)
DIRECT AIM
  • To learn more about 6 different schools of art.
INDIRECT AIM
  • Visual discrimination
  • Concentration
  • Broaden his cultural knowledge
PRESENTATION
  1. Remove the 6 control cards from the first of these schools of art folders.
  2. Lay out the sets randomly in vertical or horizontal rows.
  3. Ask the child if he notices any similarities about all the paintings.
  4. Ask the child to group the paintings into schools of art
  5. When the child is finished, ask him to return the cards to each of the 6 pouches in the schools of art folder.
CONTROL OF ERROR The control cards
EXTENSIONS
VARIATIONS

Mommy It’s a Renoir – Art Step 8 Lesson Activity

 The Arts  Comments Off on Mommy It’s a Renoir – Art Step 8 Lesson Activity
Apr 012013
 

NAME OF MONTESSORI ACTIVITY

Art Step 8 – Using a Timeline of Art

AREA

The Arts

AGE

3 – 9 Years

MATERIALS

  Montessori Helper

  • An Ancient and Medieval time line – 3000BC – 1300AD
  • Traditional Art – 1300 – 1850
  • Modern Art – 1850 Impressionists – present day
  • Alternatively, use the child’s own Time Line of his life
  • A time Line of Prehistoric Painting – cave paintings
  • A sequence of paintings by one particular artist. (Picasso Matisse, Goya, Chagall and Monet etc.)

The time line is about 20cm wide on which a series of dates are printed.

DIRECT AIM
  • To learn about the different periods in the history of art.

INDIRECT AIM
  • Visual discrimination
  • Concentration
  • Broaden his cultural knowledge

PRESENTATION
  1. This is a group presentation on the carpet / floor.
  2. Let the child help you unroll the timeline carefully.
  3. Explain that the time line will enable to see Art from many, many years ago to the present time.
  4. Let the children take a picture and read its date and place it on the appropriate part of the Time Line.
  5. Let the children talk about the various periods on the time line and where possible, leave it out for a few days.

CONTROL OF ERROR

The control cards

EXTENSIONS

 

VARIATIONS

  

Free Earth Hour Materials

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Mar 232013
 
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Montessori PDF Materials, Parts of the Jellyfish, Age 3 to 6

 Zoology  No Responses »
Feb 282013
 
image   image

Montessori Nomenclature Cards, Parts of the Jellyfish

Category : Montessori Cultural – Zoology, Downloadable PDF.

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image

Size:

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

Number of Pages : 6

Age : 3 to 6

Instructions for use and Download :

  • 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.
  • 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.

To see how to use these Montessori Nomenclature Cards take a look at this Video Tutorial example

Montessori PDF Materials, Parts of the Dolphin Cards, Age 3 to 6

 Zoology  1 Response »
Feb 272013
 
Montessori Parts of DolphinMontessori Parts of Dolphin

Montessori Nomenclature Cards, Parts of the Dolphin

Category : Montessori Cultural – Zoology, Downloadable PDF.

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Montessori Parts of Dolphin

Size:

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

Number of Pages : 10

Age : 3 to 6

Instructions for use and Download :

  • 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.
  • 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.

To see how to use these Montessori Nomenclature Cards take a look at this Video Tutorial example

Montessori Downloadable PDF, Parts of the Squid, Age 3 to 6

 Zoology  1 Response »
Feb 262013
 
Montessori Materials Parts of a Squid Montessori Parts of a Squid

Montessori Nomenclature Cards, Parts of the Squid

Category : Montessori Cultural – Zoology, Downloadable PDF.


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Size:

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

Number of Pages : 10

Age : 3 to 6

Instructions for use and Download :

  • 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.
  • 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.

To see how to use these Montessori Nomenclature Cards take a look at this Video Tutorial example

Montessori Cells Nomenclatures Age 3 to 6

 Biology  No Responses »
Feb 252013
 
Montessori Types of Cells Materials Flash Cards Types of Cells

Montessori Nomenclature Cards, Types of Bone Cells

Category : Montessori Cultural – Biology, Downloadable PDF.


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

Number of Pages : 10

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.
      • 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.

To see how to use these Montessori Nomenclature Cards take a look at this Video Tutorial example

Montessori PDF Materials, Parts of the Human Skull, Age 3 to 6

 Biology  No Responses »
Feb 222013
 
Montessori Parts of the Human Skull Human Skull Flash Cards

Montessori Download Parts of the Human Skull

Category : Montessori Cultural – Biology, Downloadable PDF.


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Size:

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

Number of Pages : 8

Age : 3 to 6

Instructions for use and Download :

  • 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.
  • 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.

To see how to use these Montessori Nomenclature Cards take a look at this Video Tutorial example

Montesori Material Cards, Parts of the Pig, Age 3 to 6

 Zoology  No Responses »
Feb 192013
 
Pig Flashcards Flashcards Pig

Montesori Nomenclature Cards, Parts of the Pig

Category : Montesori Cultural – Zoology, Downloadable PDF.


Compare Subscription Options.

Size:

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

Number of Pages : 10

Age : 3 to 6

Instructions for use and Download :

  • 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.
  • 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.

To see how to use these Montesori Nomenclature Cards take a look at this Video Tutorial example

The Montessori Loop Beading Lesson Activity for Infants Age 8 Months to 3 Years

 Montessori Lessons Age 0 to 3 (Infant)  Comments Off on The Montessori Loop Beading Lesson Activity for Infants Age 8 Months to 3 Years
Jan 222013
 

NAME OF MONTESSORI ACTIVITY

The Montessori Loop Beading Activity for Infants

AREA

Sensorial

AGE

1 – 3 Years

MATERIALS

Loop Shaped Breakfast Cereal (or pasta)

Cheerios

Work Mat.

 

Wooden Skewer Sticks with Blunt Ends

DIRECT AIM

Developing Fine Motor Skills

INDIRECT AIM

Fine motor co-ordination, control of movements, concentration.

PRESENTATION
  1. Assist the infant to fetch a work mat and place it on the floor.
  2. Assist the infant to fetch the activity tray from the Montessori Cabinet
  3. Sit on opposite side of the mat to the infant
  4. Remove a handful of cereal from the box and place it in a small bowl on the matt next to the infant.
  5. Hold up a skewer stick in the infant’s natural line of vision and pause momentarily when you have the child’s attention, then place a single loop onto the stick.
  6. Now hold the skewer in front of the infant and allow them to follow your example.
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CONTROL OF ERROR

The loop does not go onto the Skewer

EXTENSIONS

 

VARIATIONS

  

The Montessori Small Stick Posting Lesson Activity for Infants Age 1 to 3 Years

 Montessori Lessons Age 0 to 3 (Infant)  Comments Off on The Montessori Small Stick Posting Lesson Activity for Infants Age 1 to 3 Years
Jan 222013
 
NAME OF MONTESSORI ACTIVITY The Montessori Small Stick Posting Activity for Infants
AREA Sensorial
AGE 1 – 3 Years
MATERIALS Wooden Craft Match Sticks

Work Mat.

 

Large Glass Salt Shaker

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INDIRECT AIM Gross motor co-ordination, control of movements, concentration.
PRESENTATION
  1. Assist the infant to fetch a work mat and place it on the floor.
  2. Assist the infant to fetch the activity tray from the Montessori Cabinet
  3. Sit on opposite side of the mat to the infant
  4. Remove all the craft match sticks from the salt shaker and place them on the mat next to it.
  5. Hold up the salt shaker in the infant’s natural line of vision and pause momentarily when you have the child’s attention, then place (“post”) a single craft match stick into the bottle.
  6. Now hold the bottle in front of the infant and give them a craft match stick so that they can place it in the salt shaker
  7. As the infant improves in confidence place the salt shaker on the work mat in front of the infant so that he can do it unassisted.
  8. When the infant has ceased to be interested in the activity, assist the infant to place the activity tray back in the Montessori Cabinet
  9. As the infant progresses over time with this activity, you can assist less and less and eventually he will be able to perform all the tasks above unassisted.
CONTROL OF ERROR The stick does not go into the bottle
EXTENSIONS
VARIATIONS

The Montessori Large Stick Posting Lesson Activity for Infants Age 1 to 3 Years

 Montessori Lessons Age 0 to 3 (Infant)  Comments Off on The Montessori Large Stick Posting Lesson Activity for Infants Age 1 to 3 Years
Jan 222013
 

NAME OF MONTESSORI ACTIVITY

The Montessori Large Stick Posting Activity for Infants

AREA

Sensorial

AGE

1 – 3 Years

MATERIALS

Wooden Craft Sticks

Work Mat.

Wicker Basket.

Glass Vinegar Bottle

 

DIRECT AIM

Developing Motor Skills

INDIRECT AIM

Gross motor co-ordination, control of movements, concentration.

PRESENTATION
  1. Assist the infant to fetch a work mat and place it on the floor.
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  2. As the infant progresses over time with this activity, you can assist less and less and eventually he will be able to perform all the tasks above unassisted.

CONTROL OF ERROR

The stick does not go into the bottle

EXTENSIONS

 

VARIATIONS

  

The Montessori Token Posting Lesson Activity for Infants Age 1 to 3 Years

 Montessori Lessons Age 0 to 3 (Infant)  Comments Off on The Montessori Token Posting Lesson Activity for Infants Age 1 to 3 Years
Jan 222013
 

NAME OF MONTESSORI ACTIVITY

The Montessori Token Posting Activity for Infants

AREA

Sensorial

AGE

1 – 3 Years

MATERIALS

Large Wooden Coin Box (The box needs to be one that can be opened to retrieve it’s contents)

Work Mat.

DIRECT AIM

Developing Motor Skills

INDIRECT AIM

Gross motor co-ordination, control of movements, concentration, memory.

PRESENTATION
  1. Assist the infant to fetch a work mat and place it on the floor.
  2. Assist the infant to fetch the activity tray from the Montessori Cabinet
  3. Sit on opposite side of the mat to the infant
  4. Remove all the wooden tokens from the coin box and place them on the mat next to it.
    Sign Up Now
    eventually he will be able to perform all the tasks above unassisted.

CONTROL OF ERROR

The tokens do not go into the coin box

EXTENSIONS

 

VARIATIONS

  

Learning to Read and Write before the Age of 6 using the Montessori Method

 Montessori Articles  Comments Off on Learning to Read and Write before the Age of 6 using the Montessori Method
Jan 222013
 

Reading and Writing go together and start in the senses. The child develops sensorial skills that will help them to later master the elements of reading and writing generally well before the Age of 6.

We have included the methods to reading and writing in summary form on the same page below.

If you would like to get our complete ebook for learning to read and write by Age 6 which includes all the materials you will need, you can purchase it via scribd for only $14.95 or if you signup as a MontessoriHelper Premium Member it is automatically included as part of your membership !

The reading and writing activities should be commenced roughly around the same time between the ages of 3 and 6.

Writing Activities in the Montessori Method

A child can learn to write using the Montessori Method typically between the Ages of 3 and 6.  The Stages of this Process are detailed below.  It is important for the child to Master a Stage before Proceeding to the Next Stage.
Materials Needed

– The Sandpaper Letters

Montessori Sandpaper Letters Lower Case

Montessori Sandpaper Letters Lower Case

 

– Flour Tray

– Blackboard

– Unlined paper

– Large lined paper

– Small lined paper

– Tracing cards or copying cards, for the child to trace or copy.

(Alternatively, the tracing / copying card will repeat a letter e.g. a, a, a, a, a, a, a or b b b b b b b on one card.)

– Thick pencils, thinner pencil crayons, lead pencils.

 
Ages 3 ½  – 6 years approx.

 
Stage 1

Using the sandpaper letters, invite the child to write the letters in the Flour.Show the child where the letter begins to form.

Show the child how to shake the tray so that the letter disappears so that he can write a new letter or sound.

Do not correct the child at this stage, but keep inviting the child to trace the sandpaper letter to reinforce the shape of the letter.
Stage 2

Using the Sandpaper Letters, invite the child to write the letter on the blackboard.Show the child how to erase the letter with the duster and invite the child to try a new letter each time.

Do not correct the child at this stage, but keep inviting the child to trace the sandpaper letter to reinforce the shape of the letter.
Stage 3

Using the Sandpaper Letters, invite the child to write the letters on unlined paper.If the child is not confident to do these himself, then allow him to trace or copy, from a tracing card, on which are all the various letters of the alphabet.

Remember though that Copying the letters is more effective than tracing and some letters are easier than others to write.

Do not correct the child at this stage, but keep inviting the child to trace the sandpaper letter to reinforce the shape of the letter.

At this point the child may still be using thicker pencils.

 
Stage 4

Put the movable alphabet out on a work mat.Tell the child that we are going to show them how to write groups of letters.

Tell the child that we will start with the “c” family and that the children should feel all the letters that feel the same shape.

The children should take out the letters from this family and place them on the lined mat.

The letters included would be: c a d g q o.

These letters are based on the round shape.

Let the child see the similarities and then invite him to write these letters on :

  1. A blackboard
  2. Prepared lines.

The child may be using the thinner pencils at this stage.

 
Stage 5

Put the movable alphabet out on a work mat.Tell the child that we are going to show them how to write groups of letters. Firstly, we will place the letters on the mat and then we will write them.

Tell the child that we will write the letters from the “r” family and that the children should feel all the letters that feel the same shape.

The children should take out the letters from this family and place them on the lined mat.

The letters included would be : r n m h b p

Let the child see the similarities and then invite him to write these letters on :

  1. A blackboard
  2. Prepared lines.

 
Stage 6

Put the movable alphabet out on a work mat.Tell the child that we are going to show them how to write groups of letters. Firstly, we will place the letters on the felt mat and then we will write them

Tell the child that we will write the letters from the “i” family and that the children should feel all the letters that feel the same shape.

The children should take out the letters from this family and place them on the lined mat.

The letters included would be : i t l u y j k 

Let the child see the similarities and then invite him to write these letters on :

  1. A blackboard

Prepared lines.

 

 
Stage 7

Put the movable alphabet out on a work mat.Tell the child that we are going to show them how to write groups of letters.

Tell the child that we will write the letters from the :” v” family and that the children should feel all the letters that feel the same shape.

The children should take out the letters from this family and place them on the lined mat. These letters are based on a slanted line.

The  letters included would be :  v w x

Let the child see the similarities and then invite him to write these letters on :

  1. A blackboard
  2. Prepared lines.

 
Stage 8

Once the child has reached approximately 6 – 7 years of age, you can show the child how to write all the letters on Lined Paper. The letters should fit into the two lines.They are : a c e i m n o r s u v w x z

 
Stage 9

Once the child has reached approximately 6 – 7 years of age, you can show the child how to write all the letters on Lined Paper. Show the child how to write letters that extend above the two lines.That is : b d f h k l t.

These are also known as the ASCENDERS.

 
Stage 10

Once the child has reached approximately 6 – 7 years of age, you can show the child how to write all the letters that extend below the two lines.That is : g j p y

These are also known as the DESCENDERS.

Reading Activities in the Montessori Method

 

Read this first ! Why is the use of the phonetic alphabet important in Montessori…As the child moves throughout the language series, he follows an order of learning and putting together phonetic sounds, to build his reading and writing skills.

Consonant and Vowel Sounds

The Montessori reading series is mostly focused on the phonetic aspect of language. The child will spend time learning the initial sounds. Next the focus is on identifying middle sounds

of words (emphasizing short vowel sounds), and the ending sounds of words. He does a lot of matching and sorting activities. Objects and pictures are matched by their sounds.

Blending Sounds

Once the child has mastered the twenty-six basic sounds of the alphabet, the directress will then start blending sounds with the child. She may do this with sandpaper letters or the movable alphabet, and it is done quite literally. The directress will place the two letters at opposite sides of the workspace, then slowly say their sounds. As she continues to repeat the sounds, she will move them closer together and say the sounds faster, until visually the sounds are next to each other and orally they are blended. A third and final sound will then be added. Many times word families are introduced.

The child also can practice blending sounds with the movable alphabet. He will try to make up some of his own words, sounding out words that he knows.

Pink Series

The pink series focuses on words with three individual sounds. Most commonly they are consonant-vowel-consonant words, such as cat, rug, mat, etc.  The child practices reading these words by labeling objects or pictures with cards. He practices spelling all of them with the movable alphabet. He also begins to learn sight words and starts work in appropriate phonetic readers.

Blue Series

In the blue series, short vowels are continued, but there are often more than three individual phonemes in the word. The child has to sound out consonant blends, which are when the two consonants keep their individual sounds. Initial consonant blends include bl, br, bl, cr, dr, fl, fr, gl, gr, pl, pr, sc, scr, sk, sp, spr, st, str, tr. Final consonant blends include ct, ft, lt, mt, nt, pt, st, lm, ln, lp, mp. Consonant digraphs are also introduced. These include ch, ph, sh, th, wh, kn. Words may be as short as raft and whip, or as long as infant and pumpkin.

Activities in this series again include object and picture labeling and movable alphabet practice. He can also use materials for sentences instead of words. Appropriate readers are slightly more advanced than those for the pink series.

Green Series

In the green series, the rest of the phonetic sounds are introduced. Long vowels are introduce with the “Silent E” for example. Vowels change their sound as r-controlled vowels: ar, er , ir, or, ur. Digraphs and diphthongs are also introduced as more phonograms (vowel/vowel and vowel/consonant combinations that make a unique sound when together).

Digraphs are two vowels that next to each other make on individual sound, such as ai and ea. Diphthongs are a pair of vowels that make two vowel sounds within the same syllable, such as oi, ou, oy. Again the child practices sorting, labeling, reading word lists, spelling with the movable alphabet, and reading more advanced books. As all of these phonograms are introduced, the potential length of the word is indefinite.

The Pink, Blue, and Green series facilitate the flow of the Montessori method in phonetic learning and in conjunction with foundation activities (like the sandpaper letters) are the basis of learning the structure of language.

Note: As much as Montessori is a method, it is also a philosophy. We suggest you consider familiarizing yourself with this by reading Montessori’s books. When it is understood how the lessons relate to each other in this context one can achieve better outcomes

Setting up a Montessori Environment at Home

 Homeshooling  Comments Off on Setting up a Montessori Environment at Home
Jan 072013
 

The Montessori Method is also a philosophy. As a parent it is important to understand that everything we do with our children, how we interact with them and the environment they blossom within are key elements to this philosophy.

Although many of the lessons and presentations are step-by-step, the overall methodology is not necessarily sequential. We need to provide the tools and environment that are always available to the child in order for them to have sufficient freedom of movement and access to materials and equipment in order to feed their “absorbent minds”.

If you have read Montessori’s Own Handbook (which you would have received when signing up as a Free Member at MontessoriHelper.com) you will notice she refers to the “prepared environment.”

This in essence is the preparation of an environment that is a vital part of her method. We recommend you read this book if you have not done so already.

Now, their are Montessori Schools that we can go to which will generally provide the Montessori Environment required, but many parents want to provide the environment at home. We will help you to achieve this, all you need to do is keep reading this article. Please note that the suggestions we give are just that, they are not prescriptive and as a parent you can apply some initiative to find what works best for you. Once you understand the reasons behind our examples though, perhaps that will help you to make the choices you would think are best.

The key thing we propose is that your home environment be centred around the child. Most parents have a home in which the child’s environment is centred around adults. This is common convention and much of the items we buy for children are in themselves restrictive of movement because they give adults more control over children. A good example of this is the conventional “playpen”.

The child may seem happy, but as we mentioned above, by using this approach we are merely fitting the child into our adult environment and at the same time restricting their movement.

What we should be looking to do is redesign our (adult) environment to fit with the child.

Although this is a short statement, think on it for a while.

Is it not common sense that a child will be more stimulated if they have more space to explore and learn ?

The reality is that this is not generally the prevailing approach of most parents, simply because we live in a time poor world where controlling our environment saves time, and the proliferation of products for infants makes it easier to go down this path. In many instances we also just don’t know any better, perhaps based on the fact that approaches like these are so common place….our parents did it, our friends do it, so it must be fine.

Here is an example of how we have prepared our home Montessori Environment.  The first thing you will notice is that we have extended the child’s environment into the adult environment, thereby allowing significantly greater freedom of movement.

We have also included the following items :

– A Montessori Cabinet with activities ready for the child’s use.  Although you would not necessarily use exactly the same cabinet, it is important that the items are all visible and available at the child’s line of site.

– A large coffee table with drawers that the child can open and close at will.  This is optional. We have used it as part of the child’s environment to aid gross motor skills and to some extent a sense of “mastery” of the environment from the child’s perspective.  Their is nothing within the environment that cannot be handled or explored by the child.

– A large work environment where the child can work with the items from the cabinet.

– “Baby proofing” which is just common sense

We suggest that if you simply follow a similar approach to setting up your home environment and think about both space and access to Montessori Activities that you will have made a good start towards creating your own Montessori home environment.

Although the environment we have set up is in our main living room, this can be established in any room in the house, the key is that the child has easy access to the environment.  In our example we have chosen the living room because of the improved social interaction with the family and increased access it allows.

In a follow up article we will go into more detail as to the activities we would include for the age groups of birth to three and three to six, as well as further detail around the activities (also available from montessorihelper.com) and how we would present them within the home.

 

 

 

 

 

 

 

 

The Montessori Drinking Water From a Cup Lesson Activity for Infants Age 1 to 3 Years

 Montessori Lessons Age 0 to 3 (Infant)  Comments Off on The Montessori Drinking Water From a Cup Lesson Activity for Infants Age 1 to 3 Years
Dec 152012
 

Montessori Lesson

NAME OF MONTESSORI ACTIVITY The Montessori Drinking Water From a Cup Activity for Infants
AREA Practical Life
AGE 1 – 3 Years
MATERIALS Strong Small Glass Cup

Strong Small Glass Jug

Work mat.
DIRECT AIM Developing Practical Life Skills
INDIRECT AIM Fine motor co-ordination, control of movements, concentration, confidence.
PRESENTATION
  1. Prepare the activity tray in advance by half filling the small jug with water.
  2. Assist the infant to fetch a work matt and place it on the floor.
  3. Assist the infant to fetch the activity tray from the Montessori Cabinet
  4. Sit on opposite side of the matt to the infant
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    The water does not go into the cup.

    {

    The infant spills the water when drinking
EXTENSIONS
VARIATIONS
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