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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, […]

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, […]

Language Part 4

June 15, 2015/in Blog /by access

Language Part 3

June 12, 2015/in Blog /by access

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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.

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Language Part 4

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Language Part 4

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