Montessori Language Album Early Childhood 3 6

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The Noun
“Bring Me”
The teacher invites two children or more to

the activity, and asks one of them to unroll a
floor mat.
The teacher begins by asking:”can you

bring me a (pausing on the “a”) box”. The
child gets the box and give it to the
teacher
The teacher takes the correct object then Repeat steps for other objects then the
asks the other child to bring another object: teacher asks the children to clean up.
”can you bring me a (pausing on the “a”)
pencil”
1
Material:
Objects found in the classroom
Aim: learn nouns unconsciously
Preparing the child to read
Age:
4½ years and up
Control of error:The teacher
Lesson Beforehand: Story Booklets (blue scheme)
2
Names for classroom
The teacher asks a child to unroll a floor mat. The teacher introduces the activity to
The teacher shows a group of children how to group of children:”today we’ll name some
hold the box and where to keep it objects found in the classroom.”
The teacher places a card from the box on The child labels the object.
the mat, and asks the child: ”can you read the
card and place it where the object is?”
3
The teacher asks another child to label The child labels the object. The previous
another object in the classroom. steps are repeated till all the cards in the
box are finished.
The teacher invites the children to check the The teacher asks the children to return the
cards: “shall we read all the cards placed near cards to the box and clean up.
the objects?”
4
Material:
A box with a black lid labeled “classroom objects” containing name cards of classroom
objects
Aim:
1-Reinforce the concept of the noun
2-Expand child’s vocabulary.
Age:
4½ years and above
Control of error:
The teacher
Lesson Beforehand: “Bring Me”
5
Singular and plural
The teacher asks the child to unroll a table The teacher points to the box and tells the
mat, and shows the child the boxes and how child: ”today we’ll learn about singular and
he holds it and puts it back on the shelf plural”
The teacher rotates the mat to the vertical

position, opens the box, places the “singular”
The teacher explains to the child that
card on the mat and tells the child: “this is
singular means only one object.
singular card”
The teacher places the “singular” card on the The teacher places the “plural” card on the
top left of the table mat. table mat, tells the child:” this is plural
card. Plural means more than one object”
6
The teacher places the “plural” card on the The teacher invites the child to read the
top right side of the table mat. first 'singular' card.
Then she shows the child where to place the Then she invites the child to match the card
card under the 'Singular' card. with one object from the box.
The child matches one right object with the She then invites the child to go through the
first “singular” card. stack of plural cards to find the matching
plural card
7
When the card is found, the child places it The child places the card in its correct place.
under the 'Plural' card on the same row as Then the teacher asks the child to put all
the 'Singular' card placed earlier. the matching objects from the box and
counts as he places each
The child matches the correct object (more The child repeats steps for the next cards
than one) with the card. till all the cards are matched.
When completed, the teacher concludes: At last the teacher asks the child to clean up
“today we learnt about singular and plural, and helps him to do so.
Singular means one object, Plural means more
than one object” and then invites the child to
read the words
8
Material:
A box with a black lid labeled “singular and plural” contains a “singular” card, a “plural”
card, word cards of objects in singular and plural forms, and objects matching the cards
with sufficient quantity
Aim:
1-Reinforce the meaning of 'singular' and 'plural'.
2-Demonstrate basic rules for the formation of plurals.
3-Provide reading practice.
Age:
4½ years and up
Control of Error:
1. The teacher
2. The matching plural card for each new word
Lesson Beforehand: Names for classroom
9
Noun cards with phonetic farm objects
The teacher asks the child to unroll a mat on She then shows the child where the boxes
the table and then says;” Today we are going are kept and how to hold them.
to work with the farm object box and the
noun box”.
The teacher then holds one box and asks the The teacher opens the farm object box on
child to bring the other one to the table. the mat, brings an object and asks the
child; ”Do you know what this is?” the child
replies: ”hen”
10
The teacher points to the child on the mat Repeating steps till all the objects in the
and asks the child to place the object where box are placed randomly on the mat
she points.
The teacher opens the farm noun box, brings The teacher gets a card out of the box,
the “noun” card from the box to the mat, and places it on the mat and asks the child:
says: “This is the noun card.” And then she ”Can you please read the card? “The child
places the card at the left top of the mat. reads it and then she asks:” Can you please
match it with an object?”
The child reads the first card and matches After the child reads and matches all the
it and then the teacher gets another card, cards, the teacher closes the noun box,
points at it and says ;”and this?” the child places it on the left top above the mat
reads it and she then asks him to match it. before the object box, and then says:
“Today we’ve learned how to read some
nouns.”
11
The teacher asks the child to read the The teacher says; “The boxes are on the
matched nouns again. The teacher points at shelf, feel free to use them whenever you
each matched card and the child reads it. want, would you please clean up. ”The
teacher helps the child to clean up.
Material:
A box with black lid labeled “phonetic farm objects” containing farm objects and a box
with black lid labeled “noun cards” containing a card labeled “noun” and cards with the
objects’ names
Aim:
1-help the child understands that the noun mean name of a person, place, animal or thing
2-The cards are in black to prepare the child to form the structure of the sentence
Age:
4½ and above.
Control of error:
1-The rest of the cards are matched
2-The teacher
Lesson Beforehand: Singular and Plural
12
The Adjectives and the Articles
“Bring Me”
The teacher invites a small group of children

to the activity, and says;” Today we are going The teacher asks one child to bring an
to play a game, can you please unroll a mat on object, for e.g., a box. When the child
the floor?” brings the object, the teacher says; “this
is not the box that I want; can you please
bring me a box?”
The child brings another box and the When the child brings the blue box, the
teacher says; “No, this is not the box that I teacher takes it and says;” This is the box
want, can you bring me a “blue” box.” that I want”.
13
The teacher places the box on the floor mat. The teacher call the name of the other
child and says;” Can you please bring me a
pencil (for e.g.)?”
The child brings a pencil and the teacher The child brings the right object. The
says;” No, that’s not the pencil that I want, I teacher repeats the previous steps for other
want an orange pencil”. objects, and she then asks the children to
clean up.
14
Material:
Various classroom objects.
Aim:
1-teach the child the adjective unconsciously
2-increase child’s vocabulary
3-reinforce child’s concentration and auditory skills
Age:
4½ years and above.
Control of error:
The teacher.
Variations:
Introducing shapes, colors, sizes……..etc.
Lesson Beforehand: Noun cards with phonetic farm
15
Adjectives and Article Cards with Phonetic Farm
Objects
The teacher invites the child to the activity, The teacher helps the child to bring the
asks him to unroll a table mat. boxes to the table mat.
The teacher introduces the three boxes in
which they are going to work.
The teacher places the three boxes on top, The teacher opens the “farm object box”
above the mat. and asks the child to place the objects on
the mat randomly.
16
After all objects are placed on the mat, the The teacher points to the noun card and
teacher closes the “farm object” box, places says;” this is the noun card”. She then
it beside the other boxes and opens the places it on the top middle of the mat.
“noun” box on the mat, gets the noun card
outside the box.
The teacher brings the stack of noun cards The child matches all cards and then the
out of the box, closes the box and places it teacher takes the “adjectives” box and
before the object box and asks the child to says; “this is the adjective box”.
read the cards and match it with the
objects.
The teacher opens the box, brings the The teacher places the card on the top
“adjective” card out of it, points to it and left of the mat, brings out one card from
says;” Adjective”. the box, asks the child to read and match
it with noun and object.
17
The child matches the card with the help of Repeat steps till all the cards are finished
the teacher, and then the teacher points to then the teacher places the “Adjective”
the matched card and asks the child to read box on top above the mat before the noun
the formed “Adjective +noun”. box.
the teacher asks the child to read all again The teacher tells the child to feel free to
use the materials whenever he/she wants
and to clean up.
Material:
3 boxes (Farm objects, farm nouns and Adjectives).
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Aim:
1-to clarify that the adjective is a descriptive word
2-to know that the adjective always come after the noun
3- to prepare the child to reading for meaning
4-to increase child’s vocabulary
Age:
4 ½ years and up.
Control of error:
The teacher
Lesson Beforehand: ”Bring Me”
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The verbs
Command cards
The teacher invites two or more children to

the activity, and asks one of them to unroll a The teacher points to the box and says:
floor mat. The teacher shows the children ”This is the verb box”.
how to hold the box and how to put it back,
and then asks the other child to put the box
on the mat
The teacher brings a card out of the box and The teacher asks the child to do the word
asks the child:” Can you please read the he read.
word?”
20
The teacher asks the child to do it.
The teacher brings another card out of the
Repeating steps till all the cards are
box and asks the other child to read the
finished. The teacher then asks the
word.
children to feel free to work with the
material at any time and to clean up.
Extension of”Command cards”:
1-The teacher reads the card, whispering to the child with the word in it asking him to do
the action in it. And then the other children guess the action he is performing
2- the teacher use large sized cards for verbs, she holds them up to show the whole class
then each child perform the action written
Material:
A box containing verb cards
21
Aim:
1-To introduce the verbs to children as the action word
3-To prepare the child to reading.
Age:
4½ years and above
Control of error:
The teacher
Lesson Beforehand :adjectives and articles cards with phonetic farm
22
Verb Cards with Phonetic farm
The teacher invites the child to the activity, The teacher shows the child how to hold the
asks him to unroll a floor mat. boxes and where to keep it.
The teacher and the child take the boxes to The teacher introduces the materials to the
work with on the floor mat. child.
23
The teacher opens the farm object box, asks The child places the objects on the floor
the child to place the objects randomly mat.
The objects are all placed on the floor mat. The teacher introduces the noun card to the
child.
The teacher then places the card in its place The teacher places the stack of the noun
at the top of the mat. cards on the mat in front of the child and
asks him to read words and match them with
the objects.
24
The child matches the noun cards with the After the cards being matched, the teacher
objects. points to each card and asks the child to
read the word.
The teacher introduces the adjective card to The teacher then places the card on the top
the child. of the mat in its place
The teacher places the stack of adjective The child matches the adjective with noun
cards on the mat in front of the child and ask and objects.
him to read the adjective and place it before
the noun
25
She asks the child to read the adjective and The teacher then introduces the article card
the noun cards together. to the child.
Then places the card on the top of the floor The teacher then places the stack of article
mat in its place cards in front of the child, asks him to read
and place the article card before the
adjective
then the child match the articles with the The teacher asks the child to read the
formed adjective and noun formed phrase (article+ adjective+ noun)
26
The teacher introduces the verb box to the She then shows the child the verb card
child.
The teacher then places the verb card on the The teacher then takes a verb card from the
top of the floor mat in its place box, asks the child to read it and match it
The teacher shows the child the place where The child matches the verb cards with the
the verb should be placed (after the noun) formed phrase (article+ adjective+ noun)
27
The teacher asks the child to read the Completing all the phrases and reading them,
formed phrases the teacher then asks the child to feel free
to use the materials any time and to clean up.
Material:
5 boxes (Farm objects, farm nouns, adjectives, articles and verbs)
Aim:
1-to introduce the sentence structure
2-to teach the child the meaning of the verb (action word)
3-to prepare child to reading
4-to learn new vocabulary
Age:
4 ½ years and above
Control of error:
The teacher
Lesson Beforehand: Command cards with phonetic farm
28
Pink Series
29
a-Single design
The teacher begins the child: “today we will

work with insets for design. May you choose
a shape?”
30
The teacher picks the shape the child choose put it in the frame
add 2 pencils with different colors add the papers
31
The teacher takes the frame to the table put it in front of the child, remove the
frame with the left hand and put on the
paper
The teacher draws inside the frame starting the teacher put the frame and the color
from left to right ,top to bottom pencil
the teacher take another color pencil and draw the teacher invites the child to continue.
parallel lines from left to right within the
outline of the frame
32
b-single inset frame with
symmetrical design
the teacher invites the child to choose a

design, put it in the frame, add 3 different
colored pencils and papers
The teacher draws inside the frame starting the teacher left the frame and rotate it 90
from left to right ,top to bottom degrees clockwise
the teacher draws inside the frame with Returns the frame and the pencil and takes
different colored pencil different colored pencil
33
the teacher draws parallel lines from left to the teacher invites the child to continue
right within the
c-frame and inset design
the teacher gets 2 different insets
34
the teacher draws on the outline of the inset the teacher uses the other shape and draws
itself from left to right with a colored pencil on the outline of the inset itself using
different colored pencil
with different colored pencil, the teacher The child continues

draws parallel lines from left to right
Material:
1-2 wooden stands each holding 5 geometric insets. The designs are pink and the frames
are blue squared. All frames are equal size 14 cm. each inset has a knob in its center.
2- Inset papers which is the same size of the frame.
3-colored pencils
35
Aim:
1-prepare the child for writing .
2-increase awareness to shape, color, movement and order.
Control of error:
Edge of frame, outline of inset.
Age:
3 and above
Lesson Beforehand: Pre Pink Exercises
36
Sand Paper Letters
The teacher begins:”today we are going to the teacher chooses 3 letters: 1 vowel and 2
learn some sounds of the alphabet” consonants
First: the teacher shows the child each the child traces the letter and say its sound
letter alone. She says: “this is (m)” and trace
it. “Would you like to trace and say (m)”
then repeat the same with the other two Second: the teacher places the 3 letters
letters in front of the child and asks: “can u
please trace and say (m)?”
37
the child points to the letter and trace it. the teacher shuffle the letters and asks
Repeat the step with the other 2 letters again “can you please trace and say (t)?”
third: the teacher places one letter in front the teacher conclude: “today, we have learnt
of the child, point to the letter and say the sounds (m),(a),(t) pointing to the
“what is this ?” when the child replies, she letters”.
asks him to trace it. Then repeat with the
other two letters
Material:
26 cards with sandpaper letters of the alphabet. The vowels on blue cards and the
consonants on red cards.
Aim:
1-to make child conscious with sound and directionality of letter for reading and writing.
2-to prepare the child indirectly for writing
Age:
3 and above
Control of error:
The sand paper letter and the teacher
Lesson Beforehand: Insets For Design
38
Support activities:
1-play dough
2-colored sand
3-write on the back
39
“ I Spy” Game
The teacher says: today we’ll play “I spy the teacher shows the child how to hold the
game. Can u please unroll a mat on the floor” box and asks him to take it to the mat
The teacher introduce the game to the the teacher says:” i spy with my little eyes
child :”now we’ll play ( i spy) game” something that begins with (s)”
the teacher picks the scissors out and the the teacher picks other object and says:
child answers :” scissors” “i spy with my little eyes something that
begins with (c)”
40
the teacher picks the candle and the child the teacher repeats the steps with other
answers: “candle” object
as an extension: the teacher asks :” I spy then repeat steps with different objects
with my little eyes something that begins
with(p),can you please find it ?”. the child
picks out the object.
Material:
Familiar objects in the classroom
Aim:
1-to make the child conscious of sounds
Age:
3 years and above
Control of error:
The teacher
Lesson Beforehand: Sand Paper Letters
41
word building exercises
introductory exercises
(a) LMA finding letters
The teacher says: “today we’ll work with the teacher shows the child how to hold the
LMA box, can you please unroll a mat on the LMA box and asks him to carry it to the mat
floor?”
put the box in front of the child and prepare the teacher begins: “today we’ll find letters
it using LMA box. Can you please find (a)?” the
child looks for the correct letter
42
the teacher asks the child to put the letter the child puts the letter picked out on the
there on the mat mat
the teacher continues asking for different at last the teacher asks the child to clean up
letters and the child picks it from the LMA
box
Material:
A set of Large Movable Alphabet(LMA) containing sets of each letter. The letters are
plastic, vowels are in blue color and consonants are in red color. The box has many
compartments, one for each letter and separate one for red and blue dots.
Aim:
To familiarize the child with sounds of the letters of the alphabet and match it with its
shape
Age:
3 and above
Control of error:
The teacher
Lesson Beforehand: “I Spy” Game
43
(b) LMA and Sand Paper Letters
The teacher says: today we’ll work with LMA the teacher puts the LMA box and sand
box and sand paper letters, can you please paper letters on the mat in front of the
unroll a mat on the floor. child
the teacher select one sand paper letter and the teacher says: can you find(a) from the
place it on the right side of the mat and asks LMA box? The child picks the letter
the child: can you remember what sound is
this? child replies
the teacher asks the child to place it on the repeat the steps with different sand paper
sand paper letter letters.
44
Material:
1-A set of Large Movable Alphabets (LMA)
2-A box of 26 sand paper letters
Aim:
1-to match the sand paper letters to LMA
2-to familiarize the child with sound and shape of the letter
Age:
3 and above
Control of error:
1- The teacher
2- The child himself matching the LMA with the sand paper letter
Lesson Beforehand: LMA Finding Letters
(c) Making Words with LMA
45
The teacher says: “today we’ll make words the child bring the LMA box to the mat. The
using LMA box. Can you please unroll a mat on teacher says: “today we’ll learn how to write
the floor?” some words”
the teacher continues:” I have a word in my

mind. The word is (cat). What sounds can you
hear when I say(c-a-t) cat?”
the child replies: ”c”. The teacher asks the

child to place on the mat on the right of the
LMA box
the child places the letter on the right side of the teacher continues: “what other sounds do
the LMA box you hear when I say c (whispering)- a-t (with
clearer voice) cat?”. The child replies:”a” and
the teacher asks him to put it on the mat
46
the teacher continues: “what other sounds do the teacher continues with other words and
you hear when I say c-a(whispering)- then read all word written
t (clearer)?” The child replies: “t” and put it on
the mat. The teacher says:” we wrote( c-a-t
cat), would you like to read (cat)?” The child
says: “cat”
Material:
A set of Large Movable Alphabet (LMA)
Age:
3 and above
Aim:
1- familiarize the child with the phonetic sounds of letters of the alphabet
2- refine the child’s auditory senses
3-know that stringing 3 letters can make a word
4- prepare the child for writing and reading
5-teach the child word building skills
Control of error:
47
Teacher directed and the child’s auditory discrimination
Lesson Beforehand: LMA and sand paper letters
LMA Exercises
LMA with 6 object boxes (a, e, i, o, u)
48
The teacher says: ”today we’ll work with LMA the teacher continues:”this is how we hold
box and object boxes. Can u please unroll a the LMA box and the object box, can u
mat on the floor?” please take them to the mat?”
the teacher arranges the boxes on the mat. the teacher open the box and take an object
Sit at the child’s dominant and says: “today out, show it to the child asking him: ”do you
we’ll work with LMA box and the object remember what is this?”. The child replies:
box(a)” “cat”. The teacher asks:” what is the first
sound you hear when I say (c) with clear
voice-(at) with lower voice?”
the child replies :“c“. The teacher asks the the child place it beside the object
child to place it beside the object
49
the teacher continues: “what is the next the child replies: “a”, pick it from LMA box
sound you hear when I say c (low voice)- a and put it on the mat
(clearer voice)- t (low voice)?”
the teacher asks: “what the is the last sound the teacher says:” we wrote (c-a-t cat).
you hear when I say ca (low voice)- t (clearer Would u like to read it?”
voice)?”. The child replies:”t” and place it on
the mat
the teacher continues with the other objects at last the teacher asks the child to clean up
and invite the child to read all words
Material:
1- a set of Large Movable Alphabet (LMA)
50
2- a set of 6 object boxes. Each box contains objects whose names are 3 lettered
phonetic with mid vowel. A box for each vowel (a-e-o-i-u) and the last contains objects
with different vowels
Aim:
1- enable the child associate sound with words
2-prepare the child for word building and reading
3-connect objects to words
Age:
3½ years and above
Control of error:
The teacher
Lesson Beforehand: Making words with LMA
(b) LMA with 6 picture boxes
The teacher says:”today we’ll work with “this is how we hold the LMA box and the
LMA box and picture boxes. Can u please picture box, can u please take them to the
unroll a mat on the floor.” mat”
51
the teacher arranges the boxes on the mat. the teacher take a picture from the box,
Sit at the child’s dominant and says:”today show it to the child asking him:”do you
we’ll work with LMA box and the object remember what is this?” The child replies:
box(o)” “fox”. The teacher asks:” what is the first
sound you hear when I say (f) with clear
voice-(ox) with lower voice?”
the child replies ”f “. The teacher asks the the child place it beside the object
child to place it beside the object
the teacher continues: “what is the next the child replies “o”, pick it from LMA box
sound you hear when I say f (low voice)- and put it on the mat
o(clearer voice)-x (low voice)”
52
the teacher asks: “what the is the last sound the teacher says: “we wrote f-o-x fox
you hear when I say fo (low voice)- x Would u like to read it?”
(clearer voice)?”. The child replies (x) and
place it on the mat
the teacher continues with the other objects at last the teacher asks the child to clean up
and invite the child to read all words
Material:
2- a set of 6 picture boxes. Each box contains picture card whose names are 3 lettered
phonetic with mid vowel .A box for each vowel (a-e-o-i-u) and the last contains picture
cards with different vowels
Age:
3½ years and above
Aim:
1- enable the child associate sound with words
2-prepare the child for word building and reading
53
3-connect picture cards to words
Control of error:
The teacher
Lesson Beforehand: LMA with 6 object boxes
Six object box with name tags
The teacher says:”Today we’ll work with The teacher begins: “today we’ll work with
object box and name tags, can you please object box (a)”
unroll a mat on the table. This how we hold it
can you please take it to the table”
the teacher opens the box and pick out an the child put the object on the mat
object asking the child:” do u remember what
is this?” The child replies:”cat”. The teacher
asks the child to put it on the mat (top left)
54
The teacher shows the child a card and asks
And then continues and put all the objects
him:” can you read this?” The child:”cat”. The
horizontally
teacher asks:” can u match it with the
object?”
the child put the name card under the and then continues matching cards with
matching object objects
at last the teacher asks the child to read all the teacher concludes: “today we worked
the words with the box (a), there’s more boxes on the
shelf, please feel free to work with them
anytime”
55
Material:
A set of 6 object boxes and containing also word cards for each object
Aim:
1- Associate words with objects
2- Increase child’s vocabulary
3-start reading words fluently (pre-reading)
Age:
4 years and above
Control of error:
1 -the teacher
2-the last name card(if doesn’t match with the last object)
Lesson Beforehand: LMA with six picture boxes
56
Six picture boxes with name tags
The teacher says: “Today we’ll work with The teacher begins:” today we’ll work with
picture box and name tags, can you please picture box and name tags”
57
The teacher pick a picture card asking the the child put the picture card on the mat
child: “do u remember what is this?” The child
replies: “pot”. The teacher asks the child to put
it on the mat (top left)
the teacher shows the child a name card

And then continues and put all the picture
and asks him:” can you read this?” The
cards horizontally
child:” pot”. The teacher asks: “can u
match it with the picture card”
the child put the name card under the and then continues matching cards with
matching picture card pictures
58
at last the teacher asks the child to read all the teacher concludes:”today we worked
the words with the box (a), there’s more boxes on the
anytime”
Material:
A set of 6 picture boxes and containing also word cards for each picture
Aim:
1- Associate words with pictures
Age:
4 years and above
Control of error:
1 -the teacher
2-the last card (if doesn’t match with the last picture)
Lesson Beforehand: Six object boxes with name tags
59
Sheets of pictures and cards
The teacher says:”Today we’ll work with The teacher begins:”today we’ll work with
sheet of pictures and cards, can you please sheet of pictures and cards “
and this is where we keep it, can you please
take it to the table “
60
the teacher continues: ”we have the sheet of “This name cards we’ll match it with the
pictures and on its back we have an envelope pictures “
contains name cards
the teacher take a name card and asks the the child matches the name card to the
child: “can u read this? please match it with picture
the picture”
the child continues reading name cards and the teacher concludes by asking the child to
matching it with the picture read all words and then clean up
Material:
61
A set of cards, each card has 6 pictures and on the back attached an envelope contains 6
word cards for the pictures
Aim:
1- increase child’s vocabulary
2-practice for reading
Age:
4 years and above
Control of error:
The last card ( if doesn’t match with the last picture)
Lesson Beforehand: Six picture boxes with name tags
62
Word Lists
The teacher says: “Today we’ll work with

the teacher begins :”today we are going to
wordlists, can you please unroll a mat on the
read some words with the sound (a) in
table. This how we hold it and this is where
them”
we keep it, can you please take one to the
table “
63
The teacher points to the first word on the When child finish reading all the words.
list (covering the unread words). And asks The teacher tell the child that there are
the child to read other wordlists on the shelf and feel free
to read it whenever you want
Material:
A card containing 8 phonetic words (3 lettered) with mid vowel
Aim:
More practicing in reading ( pre-reading)
Age:
4 years and above
Control of error:
The teacher and subsequently the child.
Lesson Beforehand: Sheets of pictures and cards
64
Booklets
The teacher says: “Today we’ll work with the teacher continues: “today we’ll read a
booklets, can you please unroll a mat on the booklet of the (o)”
table”
65
The teacher asks the child: “can read this?” the child reads the word and the teacher
fold the pages
When the child finish reading the booklets the teacher concludes: “today we read
booklet of the sound (o), there are more
booklets on the shelf, please feel free to
work with them whenever you want”
Material:
5 vowel booklets, each contains words for 1 sound only
Aim:
1- Enlarge the child’s vocabulary
2- Prepare the child to read story booklets
Age:
4 years and above
Control of error:
66
The teacher and subsequently the child
Lesson Beforehand: Wordlists
Secret Box
The teacher: “Today we’ll work with secret The teacher pointing to secret box: “today
box, this is how we hold it can you please we’ll read words from secret box quietly. I’ll
take it to the table.” take my turn and then you take your turn”
67
the teacher continues:” if you have a
problem in reading the words, you can
whisper to me”
the teacher picks a folded paper, unfold it
Fold the paper again and put it on the tray.

then read it quietly
Then invites the child to take his turn
the child takes a folded paper and read it

quietly
fold it and put it on the tray
68
The child whisper to the teacher when he
need something
The child continues reading quietly till he

finishes all the papers. Then the teacher
asks him to clean up
Material:
A pink box containing 8 folded papers with 3 letter phonetic words contain different vowel
sounds
Aim:
1- To get the child to read silently to himself
2-To internalize reading (to read to himself without sounding out words loudly)
Age:
4 years and above
Control of error:
The child himself.
Lesson Beforehand: Booklets
69
Sight Words
The teacher says: ”Today we’ll work with the teacher continues: ”today we’ll read
sight words for pink scheme, can you please the sight words for pink scheme”
unroll a mat on the table? This is how we
hold the tray, can you take it to the table?”
70
first, the teacher present each word alone the teacher places one card in front of the
child and says: “this is (a) can you say (a)”
and the child says (a)
Then remove (a) and introduce (the) saying: second, the teacher places the 2 words in
“this is (the). Can you say (the)” and the front of the child and asks him: “can u
child says(the) show me (the)” the child points to (the)
the teacher continues: “can you show me (a)” Third: the teacher takes one word put it in
the child points to (a) then shuffles and front of the child asking: “what is this?” The
repeat steps child replies (a)
71
The teacher concludes: “today we have
repeat with the other word
learnt sight words for pink scheme (the) and
(a)”. and then asks the child to clean up
Material:
2 card words with sight words “a” and “the”
Aim:
1- To introduce name of sight words to the child
2- to prepare the child to read story booklets
Age:
4 years and above
Control of error:
The teacher.
Lesson Beforehand: Secret Box
72
Sentences Cards
(a) attached pictures
The teacher says: “Today we’re going to work the teacher begins: “today we’ll read some
with attached sentence cards, can you please sentences”
unroll a mat on the table. This is how we hold
the tray, can you please take it to the table”
73
The teacher asks: “what can you see in this the teacher says:” the sentence starts
picture? “The child answers:” van”, the with capital letter (pointing at it)”
teacher continues:” what color is it?” The
child answers:” red”
“and ends with full stop( pointing at it)” and then the teacher asks the child to read it
read the sentence
74
and put it at top left of the mat Repeat steps with the rest of sentence
cards. At last the teacher invites the child
to read all the sentence cards and tell him to
feel free to work with them whenever he
wants and then asks him to clean up
Material:
A tray with sentence cards with attached pictures on the left side. The sentence
describes the picture is in phonetic words ( 3 lettered). The first letter in the sentence is
capital and it ends with full stop.
Aim:
1- Introduce capital letter and full stop
2- Introduce reading series of words for a meaning
3-Prepare the child for comprehension reading
4-Increase child’s vocabulary
5- Prepare the child for reading story booklets
Age:
4 years and above
Control of error:
75
The teacher and subsequently the child (picture attached)
Lesson Beforehand: Sight Words
(b) Detached pictures
76
The teacher says: “Today we’re going to the teacher says: “Today we’re going to
work with detached sentence cards, can you work with sentence cards and detached
please unroll a mat on the table. This is how pictures”
we hold the tray, can you please take it to
the table”
The teacher shows the child a picture and then asks the child to place it on the
leaving the sentence cards in the tray and mat(top left)
asks him:“what can u see in the picture?”
do likewise with the rest of the pictures then the teacher takes a sentence card
arranging them vertically on the left side of and asks the child: “can u read this?”
the mat
77
then asks the child to match it with the repeat steps with the rest
picture
at last the teacher invites the child to read the teacher tell the child to feel free to
all the sentences work with them whenever he wants and then
78
Material:
A tray with sentence cards and detached pictures. The sentence describes the picture is
in phonetic words (3 lettered). The first letter in the sentence is capital and it ends with
full stop.
Aim:
1- prepare the child for reading story booklets
2-associate words that have meaning with a picture
3-prepare the child for comprehension reading
5- introduce capital letter and full stop
Age:
4 years and above
Control of error:
The teacher and the last sentence card match with picture.
Lesson Beforehand: attached pictures
Story Booklets
79
The teacher says: “today we’ll work with story The teacher continues: ”this is how we hold the
booklets, can you please unroll a mat on the booklet. Can you hold it and take it to the
table?” table?”
the teacher begins: “today we are going to the teacher asks the child: “what do you see in
read a story booklet.” the picture?” the child then explains the
picture
then the teacher asks the child to read the then the teacher begin folding the story pages
title of the book , writer and illustrator name
80
In every page, the teacher asks the child: and then asks the child to read
“what do you see in the picture?”
At last when the child has finished the book,

the teacher revises the title, writer and
illustrator name. Then tells him that there’re
more stories on the shelf and to feel free to
work with them anytime and asks him to clean
up.
81
Material:
A pink colored story booklet. The title is printed on the cover page, the pictures are on
the left pages and the corresponding sentences on the right pages. The words should be
phonetic 3 lettered.
Aim:
1-prepare for independent reading of stories
2-practice reading for meaning
3- associate pictures with words
4- increase child’s vocabulary
Age:
3½ years and above
Control of error:
The teacher initially and then the child subsequently
Lesson Beforehand: detached sentences
82
83
84
Word building exercises
LMA exercises
(a) LMA with six object boxes
The teacher says: “today we’ll work with LMA The teacher continues: “this is how we hold
box and object boxes. Can u please unroll a the LMA box and the object box, can u
mat on the floor?” please take them to the mat? “
The teacher arranges the boxes on the mat. The teacher open the box and take an object
Sit at the child’s dominant. And says:” today out, show it to the child asking him: “do you
box(u) “ “duck”
the teacher asks the child to lay it on the top The child places the object where the
right corner of LMA box. teacher asked him to do so.
85
The teacher asks:” what is the first sound The teacher continues with the rest of
you hear when I say (d) with clear voice- the letters and the child picks the letter
(uck) with lower voice”. the child replies of each sound he hears and place it beside
“d”.the teacher continues “what is the next the object
sound you hear when I say d (low voice)-u
(clearer voice)- ck (low voice)”
then teacher says:” we wrote d-u-c-k duck. The teacher shows the second object and
would you like to read it?” and the child asks the child to name it; places it under
read the formed word the first object and repeats the previous
steps. Invite the child to read the words.
The child will return all materials once he

has finished.
Materials:
86
1- A set of 6 object boxes- each box contains objects whose names are more than 3 letter
phonetic words a common vowel. There is 1 box for each vowel sound – ‘a’, ‘e’, ’I’, ’o’, ’u’ and
the last box contains objects with phonetic names containing different vowels
2- A set of Large Movable Alphabet.
Aim:
1- Enable the child to associate sound with words.
2- Prepare the child for word building and indirectly for reading.
3-Connect objects to words
Age:
4 years and above.
Control of Error:
The teacher
Lesson Beforehand: Story booklets (pink scheme)
(b) LMA with six picture boxes
87
The teacher says, “today we’ll work with LMA “this is how we hold the LMA box and the
box and picture boxes. Can u please unroll a picture box, can u please take them to the
mat on the floor?” mat “
The teacher arranges the boxes on the mat. the teacher take a picture from the box,
Sit at the child’s dominant And says: ”today show it to the child asking him: ”do you
box(a)” “hand”.
The teacher points to the place where the The child places the picture on the top right
pictures should be placed asking the child to side of the LMA.
put it there.
88
The teacher asks:” what is the first sound The teacher continues with the rest of the
you hear when I say (h) with clear voice- letters then She asks the child to read the
(and) with lower voice” the child replies (h). word formed.
The teacher asks the child to pick the letter
from LMA box and place it beside the object
The previous steps are repeated for all the The teacher asks the child to read the
picture cards. written words.
The teacher tells the child to feel free to

use the material at any time, and asks him to
clean up.
Material:
89
2- a set of 6 picture boxes. Each box contains picture card whose names are more than 3
lettered phonetic with a vowel .A box for each vowel (a-e-o-i-u) and the last contains
picture cards with different vowels
Age:
4 years and above
Aim:
1- Enable the child associate sound with words
2-Prepare the child for word building and reading
3-Connect picture cards to words
Control of error:
The teacher
Lesson Beforehand: LMA with six object boxes
Six object boxes with name tags
object box and name tags, can you please object box (u)”
can you please take it to the table “
90
The teacher opens the box, placing the cards The teacher then places the object on the
underneath the cover beside the box. She top left of the mat and repeats the steps
then places an object from the box on the with all the objects in the box and put all
mat asking the child;” do you remember what the objects horizontally
is this?”
The teacher shows the child a card and asks the child put the name card under the
him:” can you read this?” The child:”Ducks”. matching object
The teacher asks:” can u match it with the
object?”
And the child continues matching cards with the teacher concludes: “today we worked
objects . then the teacher asks the child to with the box (u), there’s more boxes on the
read all the words shelf, please feel free to work with them
anytime .”and asks the child to clean up.
91
Material:
A set of 6 object boxes and containing also word cards for each object
Aim:
1- Associate words with objects
2- Increase vocabulary
Age:
4 years and above
Control of error:
1 -the teacher
2-the last name card (if doesn’t match with the last object)
Lesson Beforehand: LMA with six object boxes
92
Six picture boxes with name tags
picture box and name tags, can you please picture box and name tags”
The teacher pick a picture card asking the the child put the picture card on the mat
child: “do u remember what is this?” The child
replies: “stamp”. The teacher asks the child
to put it on the mat (top left)
93
And continues and put all the picture cards The teacher asks: “can u match it with the
horizontally. Then the teacher shows the picture card” and then the child put the
child a name card and asks him:” can you read name card under the matching picture card
this?” the child replies: “hand”
and then the child continues matching cards the teacher concludes:”today we worked
with picture. then the teacher asks the child with the box (a), there’s more boxes on the
to read all the words shelf, please feel free to work with them
anytime”
The teacher asks the child to clean up.
Material:
A set of 6 picture boxes and containing also word cards for each picture
94
Aim:
1- Associate words with pictures
2- Increase vocabulary
3-Start reading words fluently (pre-reading)
Age:
4 years and above
Control of error:
1 -the teacher
2-the last card (if doesn’t match with the last picture)
Lesson Beforehand: six object boxes with name tags
Sheets of pictures and cards
95
The teacher says: “Today we’ll work with The teacher begins: “today we’ll work with
sheet of pictures and cards, can you please sheet of pictures and cards “
and this is where we keep it, can you please
take it to the table “
The teacher turns the sheet of picture on its The teacher places the cards on the bottom
backs, and says: “we have the sheet of right, placing one in front of the child on the
pictures and on its back we have an envelope mat and asks him: “can u read this? please
contains name cards match it with the picture”
The child matches the card with the picture. The child continues reading name cards and
matching it with the picture . the teacher
concludes by asking the child to read all
words
96
The teacher asks the child to clean up. The
child returns the cards to the envelope on the
back side of the sheet, and then returns it
back to its place on the shelf.
Material:
A set of cards, each card has 6 pictures and on its back attached an envelope contains 6
word cards for the pictures
Aim:
1- To increase vocabulary
2-To practice for reading
Age:
4 years and above
Control of error:
The last card ( if doesn’t match with the last picture)
Lesson Beforehand: six picture boxes with name tags
97
Wordlists
The teacher says: “Today we’ll work with the teacher begins :”today we are going to read
wordlists, can you please unroll a mat on the some words with the sound (i) in them”
table “
98
The teacher points to the first word on the When child finish reading all the words. The
list (covering the unread words). And asks teacher tell the child that there are other
the child to read wordlists on the shelf and feel free to read it
whenever you want and asks him to clean up
Material:
A card containing 8 phonetic words
Aim:
More practicing in reading (pre-reading)
Age:
4 years and above
Control of error:
Lesson Beforehand: sheets of pictures and cards
99
Booklets
The teacher says: “Today we’ll work with the teacher continues: “today we’ll read a
booklets, can you please unroll a mat on the booklet of the (u)”
table”
100
the teacher asks the child: “can read this?” 2After reading the whole booklet, the
the child reads the word and the teacher fold teacher concludes: “today we read booklet of
the pages the sound (u), there are more booklets on the
whenever you want”
Material:
5 vowel booklets, each contains words for 1 sound only
Aim:
1- Enlarge the child’s vocabulary
2- Prepare the child to read story booklets
Age:
4 years and above
Control of error:
Lesson Beforehand: wordlists
101
Secret box
The teacher: “Today we’ll work with secret The teacher pointing to secret box:”today we’ll
box, this is how we hold it can you please take read words from secret box quietly. I’ll take
it to the table.” my turn and then you take your turn”
102
the teacher continues:” if you have a problem
in reading the words, you can whisper to me” the teacher picks a folded paper, unfold it
Then read it quietly, fold the paper again and Now, it’s the child’s turn. the child takes a
put it on the tray. Then invites the child to folded paper and read it quietly
take his turn
The child whisper to the teacher when he

need something The child continues reading quietly till he
finishes all the papers. Then the teacher asks
him to clean up
Material:
103
A blue box containing 8 folded papers with phonetic words more than 3 letters contain
different vowel sounds
Aim:
1- To get the child to read silently to himself
2-to internalize reading (to read to himself without sounding out words loudly)
Age:
4 years and above
Control of error:
The child himself
104
Sight Words
The teacher says: “Today we’ll work with the teacher chooses 3 words and says: “today
sight words for blue scheme, can you please we’ll read sight words for blue scheme”
unroll a mat on the table? This is how we hold
the tray; can you take it to the table?”
The teacher places the cards on the top right First: The teacher places one of the cards on
side of the table mat, vertically. the mat in front of the child and says: “this is
(we) can you say (we) and the child says (we) “
and repeats with the other 2 words.
105
second, the teacher places the 3 words in then the teacher shuffles and repeat previous
front of the child and asks him:” can u show steps
me (i) “ the child points to (i)
Third: the teacher takes one word put it in The teacher concludes: “today we have learnt
front of the child asking: “what is this?” The sight words for blue scheme (i),(we) and (are)”.
child replies (we) and repeat with other words and then asks the child to clean up
Material:
5 blue card words with sight words for blue scheme (I, we, are, he, and she)
106
Aim:
1- To introduce name of sight words to the child
2- To prepare the child to read story booklets
Age:
4 years and above
Control of error:
The teacher
Lesson Beforehand: Secret box
107
Sentences cards
(a) attached pictures
The teacher says: “Today we’re going to work the teacher begins: “today we’ll read some
with attached sentence cards, can you please sentences”
The teacher asks: “what can you see in this the teacher says:” the sentence starts with
picture? “The child answers:” lamp” capital letter (pointing at it)”
108
“and ends with full stop( pointing at it) The teacher asks the child to read the
sentence.
The teacher places the sentence card on at last the teacher asks the child to read all
the top left of the mat and repeats the the sentence cards and tell him to feel free to
previous steps till all the sentence cards work with them whenever he wants and then
are finished. asks the child to clean up
Material:
A tray with sentence cards with attached pictures on the left side. The sentence
describes the picture is in phonetic words (more than 3 letters). The first letter in the
sentence is capital and it ends with full stop.
109
Aim:
2-Introduce reading series of words for a meaning
Age:
4 years and above
Control of error:
The teacher and subsequently the child (picture attached)
Lesson Beforehand: Sight words
110
(b) Detached pictures
The teacher says: “Today we’re going to work the teacher says: “Today we’re going to work
with detached sentence cards, can you please with sentence cards and detached pictures”
The teacher shows the child a picture leaving and then asks the child to place it on the
the sentence cards in the tray and asks him: mat(top left)
“what can u see in the picture?”
do likewise with the rest of the pictures Then the teacher takes a sentence card and
arranging them vertically on the left side of asks the child: “can u read this?”
the mat
111
The teacher asks the child to match the repeat steps with the rest
sentence with the picture.
at last the teacher invites the child to read

all the sentences, tell him to feel free to
work with them whenever he wants and then
Material:
A tray with sentence cards and detached pictures. The sentence describes the picture is
in phonetic words (more than 3 letters). The first letter in the sentence is capital and it
ends with full stop.
Aim:
2-Sssociate words that have meaning with a picture
Age:
4 years and above
112
Control of error:
The teacher and the last sentence card match with picture
Lesson Beforehand: attached pictures
Story Booklets
The teacher begins: “today we are going to the teacher asks the child: “what do you see in
read a story booklet”. the picture?” the child then explains the
picture
113
then the teacher asks the child to read the then the writer and illustrator name
title of the story
then the teacher begin folding the story in every page, the teacher asks the child: “what
pages do you see in the picture?”
and then asks the child to read the teacher continues folding the story pages
while the child is reading
114
at last when the child has finished the book, And the writer and illustrator name. Then tells
the teacher revises the title with him him that there’re more stories on the shelf and
to feel free to work with them anytime and
asks him to clean up.
Material:
A blue colored story booklet. The words should be phonetic more than 3 letters
Aim:
1-Prepare for independent reading of stories
2-Pactice reading for meaning
3- Associate pictures with words
Age:
4 years and above
Control of error:
The teacher initially and then the child subsequently
Lesson beforehand: detached pictures
115
Green Series
116
Phonogram boxes
The teacher invites the child to the activity, The teacher introduces the phonogram box
asks him to unroll a table mat and shows him to the child: “this is a phonogram box (oa)”
how to hold the material and where to keep it
The teacher opens the box, places the cover The teacher shows the first card to the
on its back so that the label on the box faces child and asks: “what do you see in this
the teacher and the child. picture?”. The child replies: ”coat”, the
teacher asks the child to place the picture
on the top of the table mat.
Continue with the rest of the pictures placing The teacher then shows the child the name
them horizontally on the top of the table mat, cards, asks the child: “can you read this
from left to right. word?” and ask him to match each card with
its picture.
117
The child matches the name tags with their The teacher points to the pictures matches
pictures. with name tags and asks the child to read.
The teacher concludes: “today we worked The teacher asks the child to clean up.
with phonogram box (oa) and next time we’ll
work with other phonogram” and tell him to
feel free to use the materials at any time.
118
Material:
A green box contains green picture cards and green name cards for one phonogram
Aim:
1-reading different combinations of phonograms
2-preparation for reading
Age:
5 years and above.
Control of error:
The teacher and the last word card don’t match with its picture card
Lesson Beforehand: verb cards with phonetic farm
119
Small Movable Alphabet
The teacher says: “today we’ll work with SMA The teacher shows the child how to hold the
can you please unroll a mat on the floor?” material and where to keep it on the shelf.
The teacher asks the child to help her carry The teacher begins: ”today we’ll make words
one of the two boxes of the small movable containing the phonogram (oa) with the
alphabets. SMA”
The teacher pronounces the phonogram to the The teacher points to the formed
child, places the two letters on the mat using phonogram and says:” this two letters when
the small movable alphabet. combined together they make the sound
(oa)”
120
The teacher opens the box, letting the The child replies: ”coat”. The teacher asks:
writing on the cover facing the teacher and ”what’s the first sound you hear when I say c
the child, and places the name tags (with clear voice)- oat (with lower voice)?”
underneath it then show the child the picture the child replies :”c”
asking him: ”what is this?”
The teacher asks the child to get the letter The teacher asks the child: “what is the
(consonant) from the green box phonogram you hear when I say c(low voice)-
oa(clearer voice)-t (lower voice)?” the child
replies:”oa” then the teacher asks him to get
it from the yellow box
The child continues forming the words of the The teacher asks the child to read all the
pictures he sees in the pictures using the two written words
alphabet boxes.
121
The teacher takes the cards of name tags and The child matches the name cards with the
closes the box then she asks the child to formed words and the pictures.
check his answers by matching the cards with
the words he formed
At last the teacher concludes:”today we make

words containing the phonogram(oa). There’re
more phonograms on the shelf feel free to
work with them whenever you want” and then
asks the child to clean up.
Material:
1 box of small movable alphabets, 1 box of yellow movable alphabets and a green box of a
phonogram containing picture cards and the matching name cards
Aim:
1- Practice phonograms
2-Learn new vocabulary
3-Develop child auditory discrimination
122
4-prepare child for reading
Age:
5 years and above
Control of error: The name cards
Lesson Beforehand: phonogram boxes
Wordlists
The teacher invites the child to the activity The teacher points to the wordlist and
and asks him/her to unroll a table mat., She says:” today we’re going to read some words
then shows him/her how to hold the material with the phonogram(sh)”
and where to keep it.
The teacher points to the picture on the list The teacher points with her finger on the
and asks the child: “what is this?” the child first word allowing the child to read it.
replies: “ship”
123
The teacher invites the child to continue At the end, the teacher tells the child:
reading the words covering with her hand “today we worked with the wordlist of
the rest of the word list. phonogram (sh). There’re more phonograms
on the shelf feel free to work with them
whenever you want” and asks him to clean
up.
Material:
Green wordlist cards , each card has words with a certain phonogram. The phonogram is
indicated on the top of the wordlist with a picture to indicate the sound. The phonograms
in the words are written in red
Aim:
1-familiarisation of phonograms
2-Preparation to reading.
Age:
5 years and above.
Control of error:
The teacher and the picture on the top of the card
Lesson Beforehand: small movable alphabet
Booklets
124
The teacher invites the child to the activity, The teacher holds the booklet and places it
asks him to unroll a table mat. She then says: on the table mat, sits on the dominant side
”This is how we hold the material and this is of the child.
where we place it back”.
The teacher points to the booklet and says: The teacher opens the booklet.
“today we are going to read some words
having the sound (ee). This 2 letters when
combine together they make the sound(ee)”
The teacher points on each word and lets the After reading the whole booklet, the
child read it. teacher says;” today we learned how to read
words which contains the sound (ee),
there’re more phonograms feel free to use
it any time”. then asks the child to clean up.
Material:
125
Green booklets for different phonograms. Each contains words for a certain phonogram
and the phonograms are printed with red
Aim:
1-Prepare the child for reading
3-reinforce different phonograms
Age:
5 years and above.
Control of error:
Lesson Beforehand: Wordlists
Folder Cards
The teacher invites the child to the activity, The teacher says: “this is how to hold it. Can
she asks him to unroll a table mat, and then u take it to the table?”
she tells the child where the materials are
kept
126
The teacher calls the child by his name and The teacher removes the cards from the
says : ” Today we are going to work the folder folder one by one.
(ee) all of these combinations make the sound
(ee)”
The first card is removed and placed on the The teacher places all cards on the left side
left side of the folder. of the folder and then places one on the
right side to begin with it.
The teacher points to the header of the The teacher repeats step till they finish all
card and says: “this is “ee””. She then lets the cards and then concludes:” all these
the child reads the words in the card. different combinations make the sound
The teacher then places another card on “ee””.
the right side of the folder and repeats
what she did with that card.
127
The teacher tells the child: “there’re more
folders feel free to use them whenever you
want” and then asks him to clean up.
Material:
A green folder containing different phonograms of the same family. The phonograms are
written in red
Aim:
1-introduces combination of different letters that makes the same sound (phonograms
family)
2-Prepares children for reading
Age:
5 ½ years and above.
Control of error:
The teacher
128
Sight Words
The teacher invites the child to the activity The teacher shows the child how to hold the
and asks him to unroll a table mat box and where to keep in on the shelf and
asks him to take it to the table
The teacher places the box on the table mat, The teacher picks three cards of the sight
introducing it to the child: “today we’ll work words only, first: places them vertically on
with sight words for green scheme” the right side of the mat.
The teacher takes one of the cards on the Second: the teacher places them
mat in front of the child saying: “this is horizontally in the middle of the mat and
(where). Can you say (where)?” the child asks the child: ”where is (what)?” the child
replies: “where. Then the teacher repeats the points to the card mentioned
previous step for the other two cards
129
Then the teacher shuffles the card and ask Third: the teacher places the cards
the child to point to each word mentioned vertically on the right side of the mat, takes
one of the cards in front of the child asking
the child: ”what is this?” the child replies:
“where” then the teacher asks the same for
the other two words
The teacher concludes:” today we learnt some

sight words for green scheme: when, what,
where. Next time we’ll learn others.” And asks
the child to clean up.
130
Material:
6 green cards containing sight words for green scheme: (what, where, when, why, were and
with)
Aim:
1-introduce sight words for green scheme
2 prepare the child for reading
Age:
5½ years and above
Control of error:
The teacher
Lesson Beforehand: folder cards
131
Sentences Words
The teacher invites the child to the activity The teacher introduces the material to the
and asks him to unroll a table mat. She then child: ”today we’ll work with sentence cards
shows him/her how to hold the material and with the phonogram (oe)”
where to keep it on the shelf.
The teacher places one sentence card on the The teacher asks the child to read the
mat, puts the tray outside the mat. Then sentence while she is pointing to each word.
tells the child:” do you remember the
sentence begins with a capital word and ends
with a full stop.”
Repeat the same steps with the rest of the The teacher asks the child to read all the
sentences cards sentence cards, and tells him that there’re
more sentence cards on the shelf and to
feel free to work with them whenever he
wants.
132
Material:
A green sentence cards, each has a specific phonogram may be repeated several time in
the sentence. The phonograms are printed in red.
Aim:
1-introduce to the child reading with comprehension (for meaning)
2-enlarge child’s vocabulary
3-Prepare child for reading stories
Age:
5½ years and above.
Control of error:
Lesson Beforehand: sight words
133
Story Booklets
The teacher invites the child to the activity The teacher points to the child on the cover
and asks him to unroll a table mat. She then picture asking: ”what can you see in the
presents how to hold the story booklet and picture?” the child explains the picture
where to keep it on the shelf.
Then the teacher asks the child read the Let the child read the author’s and
title. illustrator’s name if found.
The teacher turns the page. The teacher asks the child to look at the
drawings and then to read the text.
134
The teacher points to each word while the at last the teacher revises the booklet title,
child is reading. author and illustrator with the child, telling
Repeating steps till the story ends him: “there’re more booklets on the shelf,
feel free to work with any of them whenever
you want” and then asks him to clean up.
Material:
A story booklet made of green papers. The title is printed on the front cover and the
author’s and illustrator’s name if found. There is a picture for each sentence.
Aim:
1- Further exposure to reading
2- Give the child confidence that he can read a book alone.
Age:
5½ years and above
Control of Error:
Lesson Beforehand: sentences words.
135
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Montessori Language Album Early Childhood 3 6

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Montessori Language Album Early Childhood 3 6

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The teacher invites two children or more to

The teacher begins by asking:”can you

Objects found in the classroom

Aim: learn nouns unconsciously

Preparing the child to read

Control of error:The teacher

Lesson Beforehand: Story Booklets (blue scheme)

1-Reinforce the concept of the noun

2-Expand child’s vocabulary.

Lesson Beforehand: “Bring Me”

The teacher rotates the mat to the vertical

1-Reinforce the meaning of 'singular' and 'plural'.

2-Demonstrate basic rules for the formation of plurals.

3-Provide reading practice.

Lesson Beforehand: Names for classroom

1-The rest of the cards are matched

Lesson Beforehand: Singular and Plural

The teacher invites a small group of children

Various classroom objects.

1-teach the child the adjective unconsciously

2-increase child’s vocabulary

3-reinforce child’s concentration and auditory skills

4½ years and above.

Introducing shapes, colors, sizes……..etc.

Lesson Beforehand: Noun cards with phonetic farm

3 boxes (Farm objects, farm nouns and Adjectives).

1-to clarify that the adjective is a descriptive word

3- to prepare the child to reading for meaning

4-to increase child’s vocabulary

Lesson Beforehand: ”Bring Me”

The teacher invites two or more children to

Extension of”Command cards”:

A box containing verb cards

1-To introduce the verbs to children as the action word

2-to increase child’s vocabulary

3-To prepare the child to reading.

4½ years and above

Lesson Beforehand :adjectives and articles cards with phonetic farm

5 boxes (Farm objects, farm nouns, adjectives, articles and verbs)

1-to introduce the sentence structure

3-to prepare child to reading

4-to learn new vocabulary

4 ½ years and above

Lesson Beforehand: Command cards with phonetic farm

The teacher begins the child: “today we will

add 2 pencils with different colors add the papers

the teacher invites the child to choose a

c-frame and inset design

the teacher gets 2 different insets

with different colored pencil, the teacher The child continues

2- Inset papers which is the same size of the frame.

2-increase awareness to shape, color, movement and order.

Edge of frame, outline of inset.

Lesson Beforehand: Pre Pink Exercises

2-to prepare the child indirectly for writing

Lesson Beforehand: Insets For Design

3-write on the back

Familiar objects in the classroom

2-to increase child’s vocabulary

3 years and above

Lesson Beforehand: Sand Paper Letters

Lesson Beforehand: “I Spy” Game

1-A set of Large Movable Alphabets (LMA)