Puzzle Words

There are two main Montessori “styles” – one was developed by Maria Montessori, is described in her books (not entirely in detail), maintained by AMI for all languages, and summarized in a booklet by Muriel Dwyer.

The other is the pink/blue/green.

Based on my educational background (I started college with the intention of being a special ed teacher, but this was years ago so I am probably fuzzy on some of the details) —- the pink/blue/green is VERY phonetic-based.

The “AMI- Montessori – Dwyer-summarized” style is neither phonics nor whole word. It is its own style, but has similar components of both (we give 40-44 key sounds so children can start writing without worrying about spelling or without worrying about needing guidelines within the parameters of what they have already learned (as in pink/blue/green or any of the phonics-based leveled readers available) —- we also give a SHORT list of“puzzlewords” which are akin to sight words, but also have a different intent than just being sight words – I can discuss those separately for anyone who wants those details). With this style, when the sound games have been done (in the AMI style), then all the 40 sandpaper letters (individuals and double-letters), then the child has had lots of writing practice with the movable alphabet (while slowly adding in the remaining spelling variations), we find the child can immediately (when the child is ready!) jump into 2nd grade reading level or higher with ease.

(we are also giving rich vocabulary, lots of real life experiences to expand the child’s mind and to provide writing fodder and also leads to reading comprehension —- among other preparations —- and we have the full reading classification card sets (3-part cards are just one stage of them!) that allow children to read whole wordsthey have already heard many many times over)

So no need for leveled readers, phonics or whole-language approaches. We are ‘child-approach’ we could say.

The puzzle words are a list of less than 100words that are taught via a 3-period lesson so that children can read/write more fluently before those particular “rules” are learned (most of the time, these rules are ones that are based on etymological origins – thus more elementary-level suited)

 

 

Golden Beads Dynamic Addition

Dynamic Addition = perlu bawa ke unit seterusnya.

Aktiviti ni Serve hanya untuk pengenalan sahaja untuk faham konsep tambah dan dynamic addition. Tapi sekarang Hana macam boring nak buat, mungkin sebab leceh banyak sangat nak kena buatnya. Tapi aktiviti dengan golden beads ni sangat disarankan untuk buat dengan semua operasi untuk kenalkan anak-anak dengan cara operasi ni sebelum ke langkah seterusnya.

Dan juga direkemen untuk Change Game (10 unit tukar kepada 1 ten) untuk anak-anak grasp konsep tukar tu. Disebabkan Hana taknak buat, jadi rasanya boleh exercise Change Game tu dengan aktiviti ni. Dengan harapan sedar dengan sendiri. Yang mana masa pertama kenalkan Hana ni (memula reluctant sangat nak buat) oklah, tapi masih blur. Perlu buat beberapa kali sebelum ke operasi subtraction dan dynamic subtraction.

Tujuan:

Campur kuantiti yang besar.

Perlukan:

  1. Golden Beads, kami ada satu je yang real beads untuk thousands. Lain print sendiri buat kotak thousands. Boleh tengok sini macamana. Our version is slightly different.
  2. 1 set Large Numeral Cards
  3. 2 set Small Numeral Cards (rujuk sini kami buat ambil macamana)
  4. 2 Tray dengan bekas kecil untuk letak unit beads.
  5. Obviously rugs. (1 rug untuk susun kad-kad tu semua, 1 rug untuk susun beads, 1 rug ‘work rug’)

Presentation:

(Aktiviti ni banyak menyusun jadi kalau buat sorang memang Hana tak suka. Kalau sorang, kita kena join sama, atau ajak yang lain untuk join.)

  1. Ajak dan minta anak-anak ambil dan hamparkan rugs.
  2. Susun Large Numeral Cards di sebelah kanan rug.
  3. Susun 1 set Small Numeral Cards di sebelah kiri Large Numeral Cards.
  4. Susun 1 set lagi Small Numeral Cards di sebelah kiri set pertama Small Numeral Cards.
  5. Beri tray pada anak-anak.
  6. Minta seorang ambil small numeral cards di set pertama contoh (3964).
  7. Kemudian minta pula ambil beads ikut jumlah tu = 3964.
  8. Minta seorang lagi (atau kita sendiri yang ambil lakonkan macam anak-anak) ambil contohnya 1268 di set Small Numeral Cards yang satu lagi dan ambil beads ikut jumlah sama.
  9. Pergi ke ‘work rugs’. Minta anak pertama susun kad di sebelah kiri sambil sebut setiap nilai. Kemudian, letakkan semua beads di sebelah kanan kad.
  10. Ulang dengan anak kedua. (Susun di bawah set tadi.)
  11. “Jom, campurkan semua beads ni.” Beads atas di tarik kebawah untuk dicampurkan ikut urutan unit, tens, hundreds, thousands.
  12. Kira semua unit, bila dah cukup 10, tukar dengan 1 ten bar di ‘bank’ (kami panggil tempat untuk the rest of beads atas shelf). Letak 1 ten bar tu di kumpulan tens.
  13. Ambil Large Numeral Cards untuk kuantiti unit tu.
  14. Ulang proses untuk tens (cukup 10 tukar ke hundreds, hundreds & thousands.)
  15. Letak Large Numeral Cards ni di bawah Small Numeral Cards tadi.

Boleh baca di Montessori Primary Guide untuk lebih lanjut dan visual.