PRINTABLE WORKSHEETS FOR THIS UNIT: https://drive.google.com/file/d/15GFcSw5sDQU9y-7cCYiuTfG6lF4HS4Vo/view?usp=sharing
"To make himself heard, man no longer depended on the volume of his voice. With the alphabet he could be heard from one continent to another, from yesterday to tomorrow. He could reach people distant in space and in time. Without uttering a sound-in silence-his thoughts could be heard all over the world at the same time."
- Mario Montessori quoting his mother, Maria Montessori
HANDOUTS FOR PHONETIC SOUNDS:
l. Activity titles and student names:
Sandpaper letters ( pg1-52 of our printable worksheets): appropriate for all but particularly for Adam, Audrey, Beckett, Dylan, Emma, Evan, Noelle, Olive and Owen.
Initial Sound Clip Cards (pg 53-61 of our printable worksheets): appropriate for all but particularly for Owen, Adam, Beckett,
Dylan, Olive, Emma and Evan.
Building 3 letter words: appropriate for Sasha, Emi, Emily, Desmond, Shareef, Sasha,
Quinn, Enya, Noah, Letizia, Eva, Lauren And Mila.
Initial, Middle, Ending Sound practice(pg.62-73 of our printable worksheets): appropriate for, Lauren, Desmond, Sasha, Letizia, Noah, Enya, Elizabeth, Eva, Emi, Emily, Mila, Quinn, Sasha, and Shareef.
ll. Activities
Sandpaper letters How to print and cut letters: http://www.royalbaloo.com/download/montessoriabcsandpapercards.pdf
You could use dried grains or sand for letters.
Youtube video on DIY Sandpaper Letters: https://youtu.be/DH4YZKbu-S8
The first language work for teaching sounds is the Sandpaper letters. You will introduce only the sound of the letter and not the name of the letter.
1. Start with the first set of sounds: c, s, m
2. To present this work, you first trace the shape of each letter while making the sound. You can do this in the form of a three-period lesson. In the first period, you trace the letter and make the sound. In the second period, you say, “Where is a? “and your child must point to the correct letter. In the third period, you point to one letter and say, “What is this?” and your child must say the correct sound.
Extensions for this work: After you have finished with the lesson, you may ask your child to bring you objects that start with the sound that you work with or name together objects that begin with the sound that you have at home.
The order of presentation for the sandpaper letters that I follow is:
1st set: c, s, m
2nd set: t, r, a
3rd set: h, p, f
4th set: n, b, e
5th set: d, g, k 6th set: j, l, o, v
7th set: w, i, q
8th set: x, y, z, u
Initial Sound clip cards
(See pages 53-61 in our Printable Worksheets) 1. The beginning sounds clip cards make learning the alphabet a hands-on experience. Children will look at the picture on the card and determine which letter that word begins with. This requires them identify which sound it begins with and which letter makes that sound. 2. For example, the child will look at a card and see a tomato on it. They will say they word out loud and pay careful attention to the sound that is at the beginning of the word. They will notice that the first sound in the word tomato is “ttttt.” Then they will decide that the letter t makes that sound. 3. They will then clip the clothespin on the letter t that is printed at the bottom of the card. Placing the clothespin on the card is also a good way for children to get some extra fine motor practice as well.
Building 3 Letter words
How to print out Movable alphabet: https://montessoriprintshopusa.com/a/downloads/-/c68a1ffd6926a887/3108599089feea03 (blue and red lower case)
How to print out objects:
Let your child look at the letters for a minute and then in order to get them used to the material, ask for various letters by sound. "Can you find 't' ?" "Put 't' on the mat."Each time you say a letter, your child will look for it and put it on the mat.
Presentation ll: Building words
1.You may proceed to build words. The material is arranged as before. You may tell your child, "We are going to make words." Choose three-letter phonetic words for example, "We are going to make BAT. What sounds can you hear when I say BAT?" You will accept them in any order and then show the child how to place them on the mat to make the word bat. 2."What sounds can you hear when I say bat?" A child may say the sound 'b'. "Yes, find 'b'." A child finds 'b'; and is shown where to put it on the mat. "What else do you hear in bat? You will keep on prompting in this fashion until the word is built on the mat. Then read the word a few times, the sound of each letter pronounced individually and then as a whole word. "We have made b-a-t, bat. Now, we will make pig. What sounds do you hear when I say pig?" The lesson continues in this way. A number of three-letter phonetic words are suggested by parent and then the child proceeds to build the word.
Initial, Middle and Ending sound
(See pages 62-73 in our Printable Worksheets)
The first time you play the sound game, you want to make it very clear to the child of what you are doing. For example, while you are standing next to your child you could say, "I'm thinking of something that starts with the sound 'ffff’." Now you say the word "fan." Then, simply repeat the word, being very careful to articulate all of it's sounds: "f-a-n." Continue with a few more examples (like bag, cap, jet, etc.) until you are sure your child gets the idea of the game.
Continue in this way until all of the objects have been identified. Then, mix up the objects and do it again! Remember that the child has a natural tendency towards repetition. Doing things again and again is what leads to mastery. But, like a good entertainer, know when to stop just before they've had enough. You want to leave them wanting more. The game itself should only last a few minutes.
Extension: ask your child to collect objects from the room, don't worry if they gather more than one object that starts with the same sound. The game will still work well. Just remember to always articulate all of the sounds in the object's name once it is found.
