Language Part 5

June 17, 2015/in Blog /by access

Today we conclude our series on Language in the Montessori Classroom.

Sacred writing time is given on a daily basis, for the first 20 minutes of the day. Students explore the writing craft in depth during their upper elementary years, where they look at the process and methods of writing. “Writers workshop” now takes on a deeper and more demanding level in these grades where students successfully write at their own pace, collecting information, writing a draft, editing, and finally publishing their work. Many of their writing assignments are tied directly to their cultural lessons, especially ones taught in history and science. There is a direct link between the information that is shared about a subject, and the abilities of the students to synthesize their understanding of the facts, and then communicate their interpretations through the written word.

Understanding grammar and using it effectively continues in upper elementary where students test their understanding of synonyms, suffixes, compounds, and analogies using the grammar box system. Montessori materials are also used to diagram sentences and label the parts of speech.

Spelling is a constant thread throughout the elementary grades as the students continue using the same program found in lower elementary, called “words their way.” This program teaches students how to sort words and identify patterns, and then be able to correctly spell the words. Students are also introduced to etymology,“the origin and development of word.”* By learning the Greek and Latin roots of words, upper elementary students are preparing themselves for the challenges of the FMS middle school program.

Middle school students enrolled at FMS encounter the wit, wisdom and experience of Ms. Arlene. After teaching Language Arts for over 45 years, Ms. Arlene puts her students through a rigorous and thought provoking process of reading challenging books, writing effective essays, and being immersed in the art of etymology. Middle school students graduate from FMS with a solid foundation in grammar skills, a prolific cache of writing experience, and reading abilities honed on classic and thought provoking texts such as George Orwell’s “1984” and William Golding’s “Lord of the Flies.” The language arts program leads students on a literary exploration; nurturing their abilities to think, reflect, and then communicate their perspectives. FMS graduates are effectively prepared to meet the challenges of high school and beyond.

*Webster’s Dictionary
**Montessori Research and Development @2006

Language Part 4

June 15, 2015/in Blog /by access

Today we continue our Language in the Montessori Classroom with part four of our series.

Reading is often done in small groups and chapter books are routinely read to the whole group. Lessons are given on comprehension, vocabulary development, and the students are taught to learn how to predict what might happen in a story, to ask questions that would lead to deeper analysis of the subject and to think about the connections they have to the story. Through this process, students begin to recognize characters, plots and themes of books. Both fiction and nonfiction texts are readily available in the classroom.

Once a month, a book report is due for the 2nd and 3rd graders where they have read a book and then create a report to present to their class. This exercise fosters an expectation that the students will be immersed in reading on a continuous basis. When they present their report, not only have they created an interpretation of what they have read, but they have the opportunity to hold an audience of their peers and strengthen their confidence thereby refining their speaking skills.

“Reader’s Theater” is another tool used in lower elementary, where a theatrical story is chosen and a small group of students act out the play. Each student takes turns reciting their part, giving students the chance to use inflection and explore voice as they express their part. It is in this process, that fluency in reading and speaking begins to flourish. When a student hears language spoken fluently, they can then internalize this skill and deepen their silent reading experience.

Upper elementary provides a continuation of the groundwork laid in the lower elementary classroom, where again, reading, writing, grammar and word study are the chief components of the language program. Reading is a constant skill that is sharpened in the classroom where books are read and analyzed more like the students are in a book club, than simply in a small group. Recently “The Giver” was read in the classroom, and after it was done, the students

made a trip to a local theater and watched a movie version of the book. The students then did an evaluation on the differences and similarities of the book to its adaptation as a movie.

Join us on Wednesday as we conclude our series on Language in the Montessori Classroom.

Language Part 3

June 12, 2015/in Blog /by access

Today we are in part three of our Language in the Montessori Classroom series.

The Language arts taught in a lower elementary classroom at FMS, encompasses reading, writing, grammar and word study. Many of the classrooms tie their language lessons to the underlying cultural theme for the month. For example, when Europe is being studied, students will be responding to the lessons by making books, doing research on various countries in Europe, and using their language skills to express their understanding of the broad cultural lessons.

Montessori philosophy is always emphasizing hands on, concrete approaches to conveying abstract concepts. When verbs are taught, the children are asked to do the actual verb, such as “jump, walk, throw.” Often, the instruction is written on a card (using the written word), so that the student is reading the directive and then acting upon it. Lower elementary students get a head start on learning grammar at FMS utilizing word study boxes addressing compound words, prefixes, and suffixes, as well at being proficient in diagramming sentences and identifying specific parts of speech.

Writing is a natural component of the lower elementary curriculum as students begin their day with expressing their thoughts in their journals, some times with a prompt and often without one. FMS is guided by Lucy Calkin’s “Writer’s Workshop” which focuses upon personal narrative, the writing process, informational writing, and on composing poetry. This allows students to develop solid writing skills that not only serves them while in lower elementary, but lays the groundwork for further development in upper elementary.

Join us on Monday as we continue our series on Language in the Montessori Classroom.

Language Part 2

June 10, 2015/in Blog, Uncategorized /by access

Today we’re on part two of our Language in the Montessori Classroom series.

One of the first language tools used in a more formal lesson with the preschool students, are the sandpaper letters. The sounds are grouped together, so that eventually when the sounds are learned, the student will be able to build a word using the specific letters, such as n,e,t leading the child eventually to saying “net” “The stimulation of the tactile senses through the use of the sandpaper letters and the naming of the letter at the same time will increase the child’s ability to remember both the sound and the shape of the letter.”**

As a child learns to recall specific letters, they then are introduced to the movable alphabet and begin to associate specific objects with its corresponding name and the student spells out the name of the object using the movable alphabet.

Eventually, as the student gains skills in using the alphabet, they will then be asked to write the words on a piece of paper. The progression in the Montessori classroom always starts with the most concrete representation of the sound (such as an object), and then to move to its more abstract representation (writing the name of the object on paper). Kindergarten students are immersed in reading and writing on a daily basis, and enter first grade knowing the basic parts of speech and reading books typically above grade level.

**Montessori Research and Development @2006

Join us on Friday as we continue our series on Language in the Montessori Classroom.

Language Part 1

June 8, 2015/in Blog /by access

Today we begin a five part series on Language in the Montessori Classroom.

Acquisition of language skills begins long before a a child sets foot into school. The sound of the mother’s voices cues the ears and brain of a developing child to the lifelong interaction of the child listening to the human voice. As a preschool child enters a Montessori classroom, “the child’s own tools for language are vision, hearing and speech, as well as the skills necessary for writing and reading.”** The entire preschool classroom is set up for the student to develop their vocabulary by learning the objects in the environment, and various attribute words such as large, small, long, short, think and thin. Many of the attribute words are learned by the child manipulating materials in the sensorial area of the classroom (including the brown prisms, the red rods and the pink tower, just to name a few).

The practical life area of the classroom holds the key to the development of eye hand coordination and creating a lasting impression of doing work from the left to right, in the same way a child will learn to read from left to right. “Thus in scrubbing the table from left to right and back, the eyes are following the movement of the hands. The child needs to develop a good visual span.” “Preparation of the eyes and the hands is an important factor in the Montessori classroom. The use of the practical life material not only prepares the hands but the eyes also. Eyes follow the movement of the hands. In the practical life area, the child uses the whole arm, thus giving the movement necessary to prepare the arm for its role in handwriting.”**

“The repeated use of sorting exercises prepares the fine muscles of the child’s hand to hold a pencil but also prepares the eye to distinguish between like and unlike objects. This is a good preparation for reading in that reading is the recognition of like and unlike letters and words in the formation of language which is written.”**

**Montessori Research and Development @2006

Join us on Wednesday as we continue our look at Language in the Montessori classroom.