Difference between revisions of "Blue Box 2"
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(New page: ==Blue Box 2== [http://www.wikisori.com/index.php/Language back] <h3>Age</h3> 3-6 <h3>Materials</h3> <ol> <li>A blue box containing six blue picture cards representing longer phonic wo...) |
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| − | == | + | === Age === |
| − | + | ||
| − | + | 3-6 | |
| − | 3-6 | + | |
| − | + | === Materials === | |
| − | + | ||
| − | + | #A blue box containing six blue picture cards representing longer phonic words including consonant blends initial and final position in the word. | |
| − | + | #Large Movable Alphabet. | |
| − | + | #Floor mat. | |
| − | + | ||
| − | + | === Preparation === | |
| − | Example pictures: hand, tent, milk, pond, bulb, desk, ... etc. Other words to be selected from Morris - Montessori Word List - Blue Level. Select one-syllable words with consonant blends in the initial and final positions in the word.<br | + | |
| − | <br | + | Example pictures: hand, tent, milk, pond, bulb, desk, ... etc. Other words to be selected from Morris - Montessori Word List - Blue Level. Select one-syllable words with consonant blends in the initial and final positions in the word.<br><br>This is an individual presentation to be carried out on the floor on a floor mat. (Note: full work cycle to be observed). |
| − | This is an individual presentation to be carried out on the floor on a floor mat. (Note: full work cycle to be observed). | + | |
| − | + | === Presentation === | |
| − | + | ||
| − | + | #The Directress invites the child to set up the LMA. | |
| − | + | #She places the Blue Box 2 with the lid underneath the box, just beneath the LMA on the right hand corner. | |
| − | + | #Directress selects three-picture card, taking one card at a time - placing it on the mat in front of the child and naming it at the same time. | |
| − | + | #The picture cards are arranged in a row, one beneath the other. | |
| − | + | #Directress points to the picture card and ask the child to name it, for e.g. 'Club'. | |
| − | + | #"What sound can you hear in Club?" (accentuates the individual sound that we wish the child to pick up). | |
| − | + | #Encourage the child to repeat the word and listen to the sounds. | |
| − | + | #Take the letter of the sounds that he can hear from the LMA and place it beside the object. | |
| − | Directress directed. | + | #Directress directs the child to place the letters of the sounds that the child can pick up, leaving a gap in between the initial and final sounds. "What is the middle sound in Club?", says the Directress. (emphasize on the middle sound, 'u'). The child will respond by sounding 'u' and then picks up the letter from the LMA. |
| − | + | #Directress directs the child to place the letter in the middle between 'cl' and 'b'. | |
| − | If a child repeatedly builds a word incorrectly, the Directress should ask the child to name the object. The child may be mispronouncing the word.<br | + | #Directress repeats the above exercise for the other three picture cards in Blue Box 2. |
| − | Make sure the child is familiar with the pictures and that he is able to pronounce the words correctly. The child should not be given words that are not phonic at this stage.<br | + | |
| − | + | === Control Of Error === | |
| − | + | ||
| − | + | Directress directed. | |
| − | + | ||
| − | + | === Points Of Interest === | |
| − | + | ||
| − | + | If a child repeatedly builds a word incorrectly, the Directress should ask the child to name the object. The child may be mispronouncing the word.<br>Make sure the child is familiar with the pictures and that he is able to pronounce the words correctly. The child should not be given words that are not phonic at this stage.<br> | |
| − | Have a good collection of pictures boxes for the classroom to provide variety. | + | |
| + | === Purpose === | ||
| + | |||
| + | *Practice building longer phonic words. | ||
| + | *Extend practice with the Large Movable Alphabet. | ||
| + | *Prepare for reading and writing longer words and blending consonant sounds. | ||
| + | |||
| + | === Variation === | ||
| + | |||
| + | Have a good collection of pictures boxes for the classroom to provide variety. | ||
| + | |||
| + | <br> | ||
| + | |||
| + | === Handouts/Attachments === | ||
| + | |||
| + | <br> | ||
| + | |||
| + | [[Category:Language]] [[Category:Language_3-6]] | ||
Latest revision as of 19:00, 13 October 2009
Contents
Age
3-6
Materials
- A blue box containing six blue picture cards representing longer phonic words including consonant blends initial and final position in the word.
- Large Movable Alphabet.
- Floor mat.
Preparation
Example pictures: hand, tent, milk, pond, bulb, desk, ... etc. Other words to be selected from Morris - Montessori Word List - Blue Level. Select one-syllable words with consonant blends in the initial and final positions in the word.
This is an individual presentation to be carried out on the floor on a floor mat. (Note: full work cycle to be observed).
Presentation
- The Directress invites the child to set up the LMA.
- She places the Blue Box 2 with the lid underneath the box, just beneath the LMA on the right hand corner.
- Directress selects three-picture card, taking one card at a time - placing it on the mat in front of the child and naming it at the same time.
- The picture cards are arranged in a row, one beneath the other.
- Directress points to the picture card and ask the child to name it, for e.g. 'Club'.
- "What sound can you hear in Club?" (accentuates the individual sound that we wish the child to pick up).
- Encourage the child to repeat the word and listen to the sounds.
- Take the letter of the sounds that he can hear from the LMA and place it beside the object.
- Directress directs the child to place the letters of the sounds that the child can pick up, leaving a gap in between the initial and final sounds. "What is the middle sound in Club?", says the Directress. (emphasize on the middle sound, 'u'). The child will respond by sounding 'u' and then picks up the letter from the LMA.
- Directress directs the child to place the letter in the middle between 'cl' and 'b'.
- Directress repeats the above exercise for the other three picture cards in Blue Box 2.
Control Of Error
Directress directed.
Points Of Interest
If a child repeatedly builds a word incorrectly, the Directress should ask the child to name the object. The child may be mispronouncing the word.
Make sure the child is familiar with the pictures and that he is able to pronounce the words correctly. The child should not be given words that are not phonic at this stage.
Purpose
- Practice building longer phonic words.
- Extend practice with the Large Movable Alphabet.
- Prepare for reading and writing longer words and blending consonant sounds.
Variation
Have a good collection of pictures boxes for the classroom to provide variety.
Handouts/Attachments
