Montessori Three-Period Lesson

       

            Montessori Three-Period Lesson

Q) What is three period lesson in montessori?

A) A three-period lesson is a teaching method used in Montessori education that is designed to introduce new vocabulary or concepts to students. The lesson is broken up into three parts: the first period is the presentation, where the teacher introduces the new material; the second period is the association, where the students work with the material and make connections to what they already know; and the third period is the consolidation, where the students review and reinforce what they have learned. The three-period lesson is intended to be interactive and hands-on, allowing students to actively engage with the material and develop a deeper understanding.

Three period lesson teaching ways in montessori

In the Montessori method, the three-period lesson is typically used to introduce new vocabulary or concepts to students. The teacher will present the new material in an interactive and hands-on way, allowing students to actively engage with it. The teacher will then lead the students through the following three stages:

1) Presentation: The teacher introduces the new material, giving the students a clear understanding of what they will be learning. The teacher will use concrete materials, such as manipulatives, to demonstrate the concept or new vocabulary.

2) Association: The students work with the material and make connections to what they already know. This phase allows the students to actively engage with the material and develop a deeper understanding. The teacher will guide the students through this process, helping them to make connections between the new material and their prior knowledge.

3) Consolidation: The students review and reinforce what they have learned. This phase is designed to help the students solidify their understanding of the new material. The teacher may use different methods to review the material, such as flashcards, quizzes, or oral recitation.

The three-period lesson is intended to be interactive, hands-on, and student-centered, allowing the students to actively engage with the material and develop a deeper understanding. This teaching method encourages students to explore, discover, and ask questions which will help them to retain the information better.

Stages of Writing Development

 

Stages of Writing Development:

1. Scribbling: Pre-writing skill

    Age: 2-3 years

   Stages: 3

a) Random scribbling

b) Controlled scribbling

c) Planned scribbling

2. Audio storytelling: Pre-writing skill

    Age: 3-4 years

   Stages : 3

a) Concepts (shapes, courtesy, animals) main objective is to make child think about the specific topic.

b) Moral lessons 

c) Real life events

Story narrative can be based on real or fantasy, make sure the child listens stories of all kinds by which child strengthen his immagination and story telling abilities and make him act of that specific character play in told story.

What he sees in colorful illustrated story you can make him draw shapes, emotions and easy ways of drawing through making alphabet or numbers. Side by side you have to make sure that child is practicising the introduced sandpaper letter or numbers gradually, so this could help him out to draw more finer.

3. Early Emergent Writing:

    Age: (4-5 years)

   Stages: 3

a) Conceptual knowledge - The purpose of writing

b) Procedural knowledge - The technical ability needed for writing.

c) Generative knowledge - The ability to write meaningful phrases.

4. Emergent Writing

Age: (5-7 years)

Emergent writing is a type of writing that arises from a system or process, rather than being planned or deliberately written by an author. Examples of emergent writing include text generated by a language model or text that is created through a collaborative process, such as a wiki.

Stages of Emergent Writing : 7

Emergent writing typically progresses through several stages:

a) Scribbling: At this stage, children begin to make marks on paper with crayons, markers, or pencils. They may not yet have any specific meaning in mind, but they are beginning to explore the physical act of writing.

b) Pre-writing: Children begin to make more intentional marks and may begin to form simple shapes, such as circles or lines. They may also begin to understand that writing is a way to communicate ideas.

c) Letter-like forms: Children begin to form letters or letter-like shapes. They may not yet understand the sounds that the letters represent, but they are beginning to understand the concept of writing.

d) Stringing letters: Children begin to string letters together to form words. They may not yet understand the meaning of the words, but they are beginning to understand that writing is a way to represent language.

e) Conventional spelling: Children begin to use conventional spelling and understand the relationship between letters and sounds. They can now write simple sentences and convey their ideas through writing.

f) Writing fluency: Children become more fluent in their writing and are able to write more complex sentences and convey more nuanced ideas. They may also begin to experiment with different writing styles and forms.

5. Transitional Writing 

Age:(6-8 years)

Stages: 5

a) Pre-writing: planning and organizing ideas

b) Drafting: putting ideas into sentences and paragraphs

c) Revising: making changes to improve the overall structure and coherence of the writing

d) Editing: correcting grammar, punctuation, and spelling errors

e) Publishing or presenting: finalizing and sharing the writing with an audience.

6. Fluent Writing

Age: (8-10 years)

Stages:  3

There are generally considered to be three stages of fluent writing:

a) Emergent writing: In this stage, the writer is just beginning to learn how to write, and may have difficulty with spelling, grammar, and sentence structure.

b) Developing writing: As the writer gains more experience and practice, their writing becomes more accurate and their ideas more clearly expressed. They may still make mistakes, but they are able to revise and edit their work more effectively.

c) Fluent writing: In this stage, the writer has a strong command of language, including grammar, vocabulary, and sentence structure. They are able to write effectively and accurately for a variety of purposes and audiences.

 

How to build vocabulary routine of a child?

 

    How to build vocabulary routine of a child?

Words make a difference. Children who are exposed to rich and robust language experiences, enter school with essential language skills needed to be successful readers. Children who enter school with limited exposure to rich vocabulary generally struggle with reading in school. It is important to plan experiences that will grow children’s vocabulary. When children ‘sound out’ a word, their brain is working hard to connect the pronunciation of a sequence of sounds to a word in their vocabulary. Read alouds provide a perfect context to grow children’s vocabulary every day.  Use Vooks in the classroom and at home to expose children to rich vocabulary in meaningful contexts. The Vocabulary and Special Vocabulary sections, Activities and Resources should be provided carefully, choose words that help children understand the book, can be used in speaking and writing and easily incorporated into the daily life of the classroom. Here are some ways to make the most of your vocabulary instruction: 

● encourage wide reading;

● expose children to high-quality oral language;

● promote word consciousness;

● provide explicit instruction of specific words;

● provide modeling and instruction in independent word-learning strategies.

 Each of these components contributes to helping students overcome the major obstacles to vocabulary growth. The activities in this unit were developed to provide these components.

Building a vocabulary routine for a child can be a fun and rewarding experience for both the child and the parent or caregiver. Here are some tips to help you get started:

1) Start early: The earlier a child is exposed to new words, the more likely they are to absorb them. Even infants and toddlers can benefit from hearing new words spoken aloud.

2) Read to your child: Reading to your child is one of the best ways to expose them to new vocabulary. Choose books that are age-appropriate and that use rich, descriptive language.

3) Play word games: Word games are a fun way to introduce new words to a child. Some examples include Scrabble, Boggle, and crossword puzzles.

4) Label objects in your home: Label objects in your home with their names to help your child learn the vocabulary for common items.

5) Use flashcards: Flashcards are a great way to introduce new vocabulary words to a child. You can purchase pre-made flashcards or make your own using index cards and markers.

6) Encourage conversation: Encourage your child to use new words in conversation. Ask open-ended questions that allow them to use descriptive language.

7) Make vocabulary a part of daily routine: Incorporate vocabulary building activities into your daily routine. For example, you can play a word game during breakfast or read a book before bed.

8) Expose your child to different cultures: Children can learn new words and concepts by being exposed to different cultures. You can read books, watch movies, or visit museums to learn about different cultures.

9) Use technology: There are many apps and websites that can help your child learn new vocabulary words. Some examples include Duolingo, Quizlet, and Vocab Genius.

10) Be positive and encouraging: Building a vocabulary can be challenging, so be sure to encourage and praise your child for their efforts.

It's important to keep in mind that building a vocabulary is a gradual process and it will take time. Consistency is key, make sure you are regularly exposing your child to new words in a fun and engaging way. Always be patient and encouraging, and remember that every child develops at their own pace.

What are CVC words for reading?

         

         

            What are CVC words for reading?

CVC words, or Consonant-Vowel-Consonant words, are a type of word structure commonly found in the English language. These words are made up of three letters, with a consonant in the beginning, a vowel in the middle, and another consonant at the end. Examples of CVC words include "dog," "cat," "sun," and "fun."

CVC words are often used in early reading instruction, as they are considered to be some of the simplest words for children to learn to read. They are also commonly used in phonics instruction, as they provide a clear illustration of the relationship between letters and sounds.

One of the benefits of CVC words is that they are easy for children to sound out and blend together. For example, when a child sees the letters "c-a-t" they can easily blend the sounds together to say the word "cat." This can help children to develop their phonemic awareness and sound blending skills, which are important for reading success.

Another benefit of CVC words is that they are often regular words, which means that they follow a consistent pattern. For example, the "a" sound in "cat" is the same as the "a" sound in "bat" and "rat." This can help children to learn the sounds of different letters and also make it easier for them to read new words.

CVC words also have a few different variations, such as CVCC words, which have a consonant-vowel-consonant-consonant pattern. Examples of CVCC words include "flip," "spot," and "blend." These words are slightly more challenging for children to sound out, but can still be used in early reading instruction to help children develop their phonics skills.

Additionally, CVC words can also be used to form short sentences. By using a combination of CVC words, children can learn the basic grammar of the English language, such as subject-verb agreement, and simple sentence structure.

In conclusion, CVC words are a valuable tool for teaching children to read. They are simple, regular words that are easy for children to sound out and blend together, which helps to develop their phonemic awareness and sound blending skills. Additionally, CVC words can also be used to form short sentences, which can help children learn the basic grammar of the English language. Overall, CVC words provide a solid foundation for children to build on as they continue to develop their reading skills.

What is Autism?

           

                             What is Autism?

Autism, also known as Autism Spectrum Disorder (ASD), is a neurodevelopmental disorder that affects how an individual communicates, interacts with others, and perceives the world around them. The term “spectrum” is used to describe the wide range of symptoms and severity that can be associated with autism.

Symptoms of autism typically appear in early childhood, often before the age of three. Some common signs of autism include difficulty with social interactions, difficulty with communication, repetitive behaviors and interests, and difficulty with sensory processing.

Individuals with autism may have difficulty understanding and interpreting social cues, such as facial expressions and body language. They may also have difficulty initiating and maintaining conversations, and may have a limited range of topics they are able to discuss. Some people with autism also experience difficulty with nonverbal communication, such as gestures, tone of voice, and facial expressions.

Repetitive behaviors and interests are also common among individuals with autism. These can include repetitive movements, such as rocking or flapping of the hands, as well as repetitive behaviors, such as lining up toys or repeating words or phrases. Individuals with autism may also have intense and specific interests, such as a strong interest in a particular subject or activity.

Individuals with autism may also have difficulty with sensory processing, which can include being oversensitive or undersensitive to certain stimuli, such as loud noises, bright lights, or certain textures.

The exact causes of autism are not yet fully understood, but research suggests that a combination of genetic and environmental factors may play a role. Studies have identified a number of genes that may be associated with an increased risk of autism, and it is believed that these genes may interact with environmental factors to affect brain development.

Diagnosis of autism is typically made by a team of healthcare professionals, including a pediatrician, a psychologist, and a speech-language pathologist. A diagnosis of autism is typically based on an evaluation of the individual’s behavior, development, and medical history.

There is no cure for autism, but early intervention and therapy can help to improve the symptoms and quality of life of individuals with autism. Treatment options may include behavior therapy, occupational therapy, speech therapy, and medication.

Behavior therapy, also known as Applied Behavioral Analysis (ABA), is a type of therapy that focuses on helping individuals with autism to learn new skills and improve behavior. Occupational therapy may help individuals with autism to improve their fine motor skills, such as grasping and manipulating objects, as well as their ability to complete daily tasks. Speech therapy may help individuals with autism to improve their communication skills and their ability to understand and use language. Medications, such as antidepressants and antipsychotics, may also be used to help manage specific symptoms of autism.

It is important to note that not all individuals with autism will have the same symptoms or will be affected in the same way. Each individual with autism is unique and will have their own strengths and challenges.

In recent years, there has been an increase in awareness and acceptance of autism, and many organizations and resources are now available to support individuals with autism and their families. With the right support and resources, individuals with autism can lead fulfilling and productive lives.

In conclusion, autism is a neurodevelopmental disorder that affects how an individual communicates, interacts with others, and perceives the world around them. It has wide range of symptoms and severity. While the exact causes of autism are not yet fully understood, early intervention and therapy can help to improve the symptoms and quality of life of individuals with autism. With increased awareness and acceptance, individuals with autism can lead fulfilling and productive lives with the right support and resources.

What to teach next after child learns ABC's ?

What to teach next after child learns ABC's ?

After your child learns ABC's you can further introduce:

Kg 1 level:

Introduce Vowels and consonents, After introducing simple vowel sounds introduce these as a consonants c, b, d, g, n and t, you can further move to short vowels in kg 2 level.

Kg 2 level: 

1. Short vowel sounds and blending with two letter words.

2. Making two letter words (phonemic awareness, phonics and spellings)

3. Rhyming words and syllables.

4. Phonetic words and Cvc words (phonetic awareness,reading fluency & hand writing skills) 

5. Making three letter words.(phonemic awareness, phonics and spellings)

6. Long vowel sounds spelled with silent "e".

7. Long vowel teams

8. R controlled vowels

9. Diphthongs

10. Phonograms (Sh and Ch) and so on.

11. Phoneme isolation (sound games can be played).Complete the words/ objects ( starting or Beginning and ending with vowels) because child cannot focus on the middle sound intially.

12. Phoneme blending (sound games can be played) and phonetic game which was taught to teachers in montessori education programs.

13. Phoneme segmentation (this can be done through simple pictures of objects around the house.One syllable words work best for beginners, you can make this material at home and can named this game as find Phoneme Count and Clip the specific number. E.g “How many sounds do you hear in this word- site?” (The answer is 3: /s/-/i/-/t/, as the e is silent.)

14. Letter words 

15. Use of a, an (article)

16. This or that 

17. Word study Singular plural (s)

Number drawing age 6 to 8 years

           Number drawing age 6 to 8 years

Number drawing is an idea or a method by which a child uses his mind creativily and draws by using numbers.

It's just a method which sets a mind of a child with creativity. It strengthens the sense of imagination by using that imagination, child draws using numbers. 

So let your child imagine and draw. Give them a little space for drawing so that they can explore and excel their hidden talent and be proficient in their specific commands.