Language Album-Dustin Kosek by Elizabeth Park

Language Arts Album

Dustin Kosek Summer 2010 ED 640

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Table of Contents Rationale Overview Early Language Lessons  Matching- object to object  Sequencing  Classification: Things that go together  Patterning of Objects  3 Part cards “AKA” Nomenclature Cards  Attribute Words  Associations Listening & Speaking  I spy  Silence Game  Listening for directions  Listening for Pleasure  Sounds in Nature  Pink Series Rhyme Emergent to Fluent Writing  Sewing Cards  Pencil Holding  Push pinning  Metal Insets  1st Lesson with the Sandpaper Letters  Air Tracing  Moveable alphabet- “Scanning the house of Letters”  Writing on a chalkboard  Writing in Sand  Tracing Names  Writing on paper Emergent Reading  2nd Lesson with Sandpaper Letters- preliminary blending  Ringed Cards  1st Lesson with Moveable Alphabet  Components of Sound  The Moveable Alphabet- exploration with beginning sounds and short vowel words. 2 Dustin Kosek

        

The First Reading Experience Pink Series- Picture and word cards Puzzle Words Action Words Environment Words Mystery boxes Pink Series Long Word Lists Pictures with Sentences (no formal lesson write up) Small Sentence Booklets (no formal lesson write up)

Early Reading  Silent ‘E’  Alphabetizing  Miniature Environment  Blue Series Picture Cards  Blue Series Word Cards  Blue Series Secret Words  Blue Series Phonogram Cards  Blue Series Long Word Lists  Pictures and sentences with blends and families  Blue Series Small Sentence Booklets.  Articles Recommended Readings

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Morning Chant by: Kaipo‘i Kelling E pahola mai kou aloha he aloha no no na kanaka E pahola mai kou ahonui he aho nui, loa, a pau‘ole E pahola mai kou akamai he akahai a kuhohonu E pahola mai kou maopopo pono he na‘au maha i ka hilina‘i

Bring down your love It is a love for all people Bring down your patience It’s a breath that is great, long and never ending Bring down your wisdom It is gentle, simple and deep Send me your understanding So that I can trust in you (be relaxed) Kaipo‘i Kelling July 3rd 2008

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Language Rationale

Dustin Kosek ED 640 September 2010

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Language is, by far, the most important tool a person can have in society. It has been proven that children who are surrounded with language at a young age do far better than those with minimal exposure. Talking to infants, using consistent body expressions, and communicating with intent helps children to understand the world around them. Understanding the world around them, children will also be better adept at knowing about their own feelings and needs. Dr. Maria Montessori saw an amazing amount of curiosity and interest in language with young children. They always wanted to know what things were called and retained the information that was interesting to them. Through careful observation, Dr. Montessori was able to put together a curriculum that, at the time, was thought to be far too advanced for the young children she was teaching. It was thought that children couldn’t learn to read and write before the elementary years, but Dr. Montessori disagreed and showed the world how wrong they were. With the children’s interest up front, Dr. Montessori created language lessons for children in the primary classroom. Language in the early years focuses on the child and their environment. What the child sees, what they hear, what they experience, and how they feel. The child will focus on the things that they know and work to provide more detail as they grow with their language. The lessons are broken up into five sections and follow the child developmentally and as an individual. The five sections are as follows: 

Early Language Lessons



Listening & Speaking



Emergent to Fluent Writing



Emergent Reading

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

Early Reading

The sections, mentioned above, are meant to be followed in order but also, depending on the progress of the child, will be over lapping at times. Early Language Lessons Early language lessons primary deal with oral language and recognition of objects similar and different. The first lesson introduced is matching object to object. This lessons focuses on the child’s development of visual perception. The objects used are every day things that the child will recognize. The idea being to entice the child to become engaged and interested and have the child succeed. Examples of objects to use are: fruits, flowers, animals, etc. Extensions of the game are used to bring the child’s understanding to more abstract thinking. The teacher can introduce pictures and work their way to labels. Along with matching exercises, the student is introduced to sequencing, classification, and patterning lessons. These all are set up similarly to the matching exercises and works with the children to develop a sense of sequential order. The early language lessons strengthen the child’s understanding of similarities and differences within specific groupings of objects and come away with a sense of how to explain the basic differences between them. During this time in the early language lessons, the child is learning how to make associations between the things around them. The child’s environment plays a huge role in their language development. It is always an added bonus to use things from around the child’s environment. For example, here in Hawaii it would be pointless to introduce words that associate with the cold and snow. Better use of the three part cards, and

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association lessons would be to use animals, plants, and landforms from their environment. This way it is something familiar to the child and the focus can be on what they know. Listening and Speaking Listening and speaking exercises are among the most important for learning to read and write. Children with hearing difficulties have a hard time separating sounds which can really hinder their ability to form words and sentences. There are many exercises that can be done to help children focus and refine their skills as listeners and speakers. These exercises are very important in the development of the child’s literacy. In order for a child to speak well, they must first be able to listen to and distinguish all the different parts of speech. Most of the listening exercises can be very fun for the child and the teacher. It is even recommended to teach the parents some of these games to do at home as they are fun, easy, and very effective in refining the child’s listening skills. The I Spy game is very fun and when used properly can be a very helpful technique for refining listening skills. Also, The Silence Game is great to help children stay quiet in order for them to listen attentively. It’s not only important to strengthen listening for the purpose of following directions, which every parent wants, but also to listen for a sense of peace and enjoyment. Music is a very important part of the development of language. Within music children are able to here patterns that one wouldn’t find in normal everyday speaking. Music with lyrics help with rhyming and music without lyrics can be enjoyed to help recognizing different instruments and a focus of listening.

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Emergent to Fluent Writing “The mind and the hand are prepared separately for written language and follow different roads to the same goal,” (Montessori, 2007).” Writing doesn’t begin with the instruction of letters and handwriting, but with the exercises that strengthen the grip of the hand. Dr. Montessori created lessons to strengthen the hand grip so that when the time came to start writing, the hand would be strong and patterns would emerge to the child. Some of the lessons leading up to writing that strengthen the hand include but are not limited to: sewing, push pinning, and metal insets. These lessons focus on the pincher grip that holds the pencil. These lessons don’t include a pencil but rather get the hand ready for writing. Along with the work of strengthening the hand, the letters are introduced with the sandpaper letters. The child traces the sandpaper letters to recognize patterns in writing letters. After the sandpaper letters have begun to be introduced then the moveable alphabet comes into play and the sounds are mixed together to eventually form short words. Helping the child move from big letter forms to smaller more precise letter forms, the child will work with writing on the chalkboard, writing in sand, and then writing on paper. Emergent Reading Dr. Maria Montessori believed that reading and writing should be taught together and not one before the other. While learning letter forms, children can also learn the sounds those letter forms make and then can combine other letters to create other sounds and eventually words. Montessori’s Pink Series contains many three letter short vowel words with a consonant-vowel-consonant format. These short vowel words are perfect

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for the childâ&#x20AC;&#x2122;s first reading words. They help the child make the connection between the letter forms and their sounds in order to create words of recognition. Early Reading As children develop their reading, they begin to encounter new combinations of sounds and rules of literature. Dr. Montessori developed the blue series to meet the needs of children who have been moving along in their reading. The blue series mainly focuses on consonant blends and digraphs. Working with Montessoriâ&#x20AC;&#x2122;s language exercises help children to succeed. Montessoriâ&#x20AC;&#x2122;s method prepares the child one step at a time and at their own pace. With good observation and making the activities captivating for the child, reading and writing can be easy and fun. The child will feel accomplished and become independent. When children feel this way, their learning can exponentially progress and reading can be fun instead of a chore as most children feel in traditional schooling.

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References Bredekamp, S., & Copple, C. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3d ed.). Washington D.C: NAEYC. Machado, J. M. (2009). Early childhood experiences in language arts: Early literacy (9th Ed.). Belmont, CA: Wadsworth. Montessori, M. (1995). The absorbent mind. New York: Henry Holt. Montessori, M. (1988). Dr. Montessoriâ&#x20AC;&#x2122;s own handbook. New York: Schocken. Montessori, M. (1967). The discovery of the child. New York: Ballantine. Montessori, M. (1964) The Montessori method. New York: Schocken. Montessori, M. (2007). The Formation of Man. Amsterdam, The Netherlands: Montessori-Pierson Publishing Company.

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Overview & History of Language Excerpt from Language Rationale: History of Language Oral. Language is speculated to have been developed according to the basic survival needs of early humans (“The History of Language”). It is thought that in order to successfully hunt the large prehistoric animals humans began to use various sounds to cooperate in the formidable task. Language likely began through the imitation of sounds within the environment and slowly progressed to the complex system of sounds we use today (“The History of Language”). As people communicated with each other they developed ways to express their thoughts and ideas. Our current language has been traced back to prehistoric Indo-European origins (“The History of Language”). Oral language gave way to the use of visual representations in order to communicate with people not connected to the same coded sounds. Written. According to (“The History of Language”) written language developed after spoken language and began in the form of pictures. Pictures provided the first permanence to human speech. Written language has a major advantage over oral language because it can be preserved and provides the language with permanence (S. Schonleber, personal communication, June 30th 2008). In today’s society a language must be written in order for it to be used in business and commerce. Of the over five thousand world languages there are five spoken by the majority of the world’s people; Chinese, Spanish, English, Hindu and Arabic (S. Schonleber, personal communication, June 30th, 2008). The survival of these languages is directly related to the combination of an oral and written language. According to Kaipo’i Kelling (personal communication, July 3rd, 2008) the Hawaiian language is a perfect example of an oral language, which thrived until it was put into competition with written languages. As Hawaiians began to develop rules for a written language the language again thrived with a high literacy rate and many newspapers to distribute information (K. Kelling, personal communication, July 3rd 2008).

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Early Language Lessons Perceptual, Conceptual & Vocabulary Development

The early language lessons in a Montessori classroom are designed to develop a young childâ&#x20AC;&#x2122;s perceptual and conceptual awareness of their world. These lessons provide practice that will aide in vocabulary expansion and help them to categorize the many parts of language they have learned as toddlers. As toddlers children develop a gap between their receptive vocabulary and they expressive vocabulary (Machado, 2007). Receptive vocabulary represents the amount of words that children understand. The expressive vocabulary of young preschoolers however is that amount of words they can actually use appropriately. As children begin to readily use and learn speech it is important for comprehension that they are provided ways to develop concepts grouping words together (Machado, 2007). Perceptual development begins with early matching activities. Matching allows children to succeed in observations of similarities. In the Montessori classroom children begin with concrete object to object matching and move towards the abstract as they begin to match objects to pictures, objects to words and then pictures to pictures. Matching also serves as an early introduction to reading when children begin to see that words are symbolic representations of objects. Children will match pictures to words and finally words with words. According to Machado (2007) children begin to organize all the information they learn into a variety of categories in order to make sense of the amount of new information they receive. In a Montessori classroom activities in classification, association, sequencing and patterning introduce children to strategies of mental organization. Machado (2007) uses overextension as an example of how young children will naturally begin to categorize what they are learning. Without guidance and expanded vocabulary development they will continue to use broad generalizations, such as â&#x20AC;&#x2DC;dogâ&#x20AC;&#x2122; for all animals with four legs. As children are introduced to specific sequencing and association activities they will learn how to organize more distinctively. Children also begin to develop discrimination abilities between characteristics of objects when they notice the attributes of the materials they have previously learned. All of the early language lessons are provided for the children to begin to make associations between the language they are learning and the world they previously explored using organizational systems of their own. Each of these activities will provide children with the basic tools they need for literacy in a language.

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Reference Machado, Jeanne M. (2007). Early childhood experiences in language arts: Early literacy (8th ed.). United States: Thomson Delmar Learning.

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MATCHING Object to Object AGE: 2 and up MATERIALS: - Various sets of shells or other objects, each with a matching pair PRESENTATION: 1. Invite the child. Say, “Would you like to do a matching activity?” 2. Bring the basket from its place on the shelf and place it in the center of the mat. 3. Remove the objects from the basket one at a time and place them in mixed array. 4. Place the basket in the upper left-hand corner of the mat. 5. Select an object and place it on the upper left-hand (working from top to bottom). 6. Say “Let’s look for an object that is the same.” 7. Look for the corresponding object and place it beside the first object. 8. Continue in like manner with all pairs of objects. 9. Return the objects one by one into the basket, starting from the top. 10. Return basket to the shelf. 11. Put mat away. DIRECT AIM: - Development of visual perception INDIRECT AIM: - Preparation for vocabulary development and for exercises in classification - Development of the senses of left to right movement CONTROL OF ERROR: - Dots or numbers to distinguish pairs POINT OF INTEREST: - The objects VOCABULARY: The names of the objects VARIATIONS: - Use fruits, flowers, zoo animals EXTENSIONS: Objectpicture matching Picturepicture matching Picturelabel matching Labellabel matching Objectlabel matching 16 Dustin Kosek

Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 1: Use language in a variety of ways. Hawaii Content and Performance Standards: Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public他 for a variety of purposes

Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Discussion and Presentation Express ideas through simple activities (e.g., creative movement, choral speaking, show and tell, rhymes, poems and songs) The student: Engages in simple drama activities in order to aid comprehension, develop vocabulary, and reinforce content through actions. Partially Proficient Express some ideas through simple activities

Novice Express very few ideas through simple activities

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SEQUENCING AGE: 3 1/2 years and up MATERIALS: - Mat or rug - Picture story cards depicting a sequence of an event (i.e., a child getting ready for school) PRESENTATION: 1. Invite the child. 2. Lay out picture cards on the mat in mixed array. 3. Ask the child to help you place each card in the correct order, modeling with the first card. 4. Ask the child what (s)he thinks is the next card in the sequence and place it next to the previous card. 5. Repeat step 4 until all the cards are in the right sequence. 6. Clean up the materials. 7. Place the materials back on the shelf. 8. Encourage repetition. DIRECT AIM: - To develop sense of sequential order INDIRECT AIMS: - Preparation for writing and reading - Preparation for language - Preparation for oral expression skills - Order, control, concentration, and independence CONTROL OF ERROR: - Teacher - Child - Number order on the back of each card POINT OF INTEREST: - The pictures on the cards VOCABULARY: - Order, what goes next, vocabulary on the cards EXTENSIONS: - Discuss daily routines in a sequential manner through picture cards, such as getting dressed, snack time, using the bathroom, and arrival and dismissal.

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Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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CLASSIFICATION: THINGS THAT GO TOGETHER AGE: 4 years and up MATERIALS: - Title cards for a specific category (i.e., seasons) - Objects, pictures or labels that clearly depict each category (i.e. each season) - A rug or pegboard PREPARATION: - Initially it is best to prepare for this exercise by orally discussing the differences in the categories of each concept. Reading a good book on these differences is also valuable as an introductory step to this exercise. PRESENTATION: 1. Name each title card and then place it across the top of the rug or pegboard. 2. Place the objects, pictures, or labels at random. 3. Have children select, name, or describe a card they can associate with each picture. 4. Discuss any objects, pictures or labels of which the group is not sure. These pictures should remain at random. 5. Ask children to select and associate the remaining objects, pictures, or labels you have discussed with the category. 6. Replace the title cards and then carefully mix the pictures before replacing them. DIRECT AIM: - To identify and classify aspects of various categories INDIRECT AIM: - Vocabulary development - Development of picture interpretation skills - Refinement of oral expression skills CONTROL OF ERROR: - The control marks on the back of each card - Child POINTS OF INTEREST: - Pictures on the cards - Putting things in order EXTENSIONS: 22 Dustin Kosek

1. Show the title cards and have children recall associated, places, things, or events appropriate to that concept. 2. When classifying the seasons, have children place the months of the year under the most appropriate season. During discussions show that some months overlap from one season into the next. 3. When classifying the seasons have children sort clothing according to seasons in which specific things would be worn. 4. When classifying the seasons have children place pictures depicting common holidays of the year under the correct season which they occur. OTHER CLASSIFICATIONS EXERCISES: The following are suggestions for simple classification activities that can be easily structured and placed in the classroom. Beginning classification exercises should be very versatile. Children should, for example, be able to freely sort a collection of objects either by size, shape, color, or use, etc. Other children should be able to determine the criteria a child used to group objects. Children can be challenged to regroup sorted objects according to different criteria. Containers of varied assortments of objects should be kept ready for younger children to sort. An excellent classification game is to have a mystery box that is frequently changed for sorting experiences. Verbal classification games can be frequently used on the lie. The teacher names a specific place; for example, the playground, the sky, the kitchen; and children name things that would be found there. Name shapes and have children look for or recall other things having that specific shape. Have children look for specific shapes in things they see on nature walks. Name a meal and have children relate foods that are generally related to that specific meal. Name a mode of travel and have children think of any type of transportation that fits that mode. THINGS THAT GO TOGETHER: The following are easily purchased classification exercises put out by several school supply companies. Children should not only be encouraged to match these pictures, but also to recall later as many as possible. Having children respond in full sentences when asked a question can foster oral expression skills. Animals and Their Homes Workers and Their Tools Countries and Their Flags Wind and String Instruments Air, Land, and Water Travel Air, Land, and Water Animals Meals and Food Groups

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Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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PATTERNING OF OBJECTS AGE: 3 and up MATERIALS: - Floor mat - Set of bead that children can string in patterns according to shape or color - Lace or yarn no longer than the forearm of a child - A container to hold objects - A tray to hold all the materials PRESENTATION: 1. Invite the child, naming the material or job the child will be doing. 2. Have the child place the materials on the floor mat. 3. Have the child sit on your sub-dominant side. 4. Select one pattern card and place it in front of you. 5. Look at the pattern card, carefully choose the beads one at a time, and match the beads with pattern card from left to right. 6. Repeat step 5 until all beads has been matched with pattern card. 7. Get another pattern card and repeat in the same manner. 8. Remove the beads, place into the container. 9. Return all pattern cards properly on the tray. 10. Return the material to the shelf and replace mat. DIRECT AIM: - Visual perception of repeated patterns INDIRECT AIM: - Strengthening visual discrimination needed later in reading exercises - Preparation for reading and writing CONTROL OF ERROR: - The teacher - The child - Pattern card POINT OF INTEREST: - Seeing the work on the shelf - Seeing the pattern card - Matching the beads to the outline pattern card VOCABULARY: Name the work, name of the objects VARIATIONS AND EXTENSIONS: 26 Dustin Kosek

Using all kind of objects to make patterning exercise Making pattern without pattern cards. Ask the child to create a pattern of their own

Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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THREE PART CARDS â&#x20AC;&#x153;AKAâ&#x20AC;? Nomenclature Cards AGE: 4-6 MATERIALS: -A tray or container with there sets of cards -One set of control cards which have the name of the object printed beneath each --picture. These cards can represent any area of study. -One set of matching picture cards with the name cut off -One set of the name cards for labeling PREPARATION: -Invite an individual child or a selective group of children who are familiar with the pictures in the set to do the exercise. PRESENTATION: 1. Bring the container from its place on the shelf and place it in the upper right-hand corner of the rug or table. 2. Remove the control card and name each one as it is placed top to bottom on the left side of the rug or table. 3. Remove the picture cards and place them at random beneath the container. 4. Point to the control cards and find its matching picture card. 5. Have the child name each picture as he/she matches the remaining pairs. 6. Remove the control cards and replace them in their container. 7. Ask the child to select and name any of the unlabeled pictures he/she knows. 8. Use the three period lessons to teach any unknown names. Note It is very important that the child be able to name each picture before proceeding to the next exercise. A young child may enjoy just matching and then putting the exercise away. EXERCISE 2: PREPARATION: 1.Move to a child who has successfully completed the layout for the exercise 1 and knows each picture name. 2.Invite any other children who have successfully completed Exercise 1 to join you for the next presentation. PRESENTATION: 1. Review quickly the names of each picture. 2. Remove the label cards and place them at random beneath the container. 3. Point to the first picture and have the children say its name. 4. Point to the word beneath the first control card and slowly move the index finger under the word as you read it. 29 Dustin Kosek

5. Closely observe the random labels and select the matching word. Clearly read the word. 6. Place the label beneath the control card word to compare and then place it beneath the unlabeled picture. 7. Read the control word and label after each successful matching. 8. After the exercise is complete, read and remove the labels and return them to the container. 9. Next read and remove each control card. 10. Replace the picture cards CONTROL OF ERROR: -Control card - Teacher VARIATIONS: -Labels can be used for concrete object symbolized by the picture in the Vocabulary Enrichment Exercises. Example: Basket of fruits and labels, geometric solids and labels, zoo animals and labels. -Children may play the “Store Game” with the labels. One child may “buy” any object if he/she produces and reads a correct label. The store keeper exchanges object for labels. Color words and other labels can be used as moveable alphabet extension. In this way a child learns to spell some of his/her everyday words. -More difficult labels may be drilled as sight words using the three period lesson. Some non-phonetic words can only be mastered this way.

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Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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ATTRIBUTE WORDS Vocabulary Enrichment: Comparatives and Superlatives AGE: 4 years and up MATERIALS: - Floor mat - Objects from the sensorial exercises (i.e. Red Rods) PREPARATION: Invite an individual or a very small selective group to observe this exercise. This exercise is used when children are successfully working with the materials at the sensorial stage. PRESENTATION: Exercise 1 – Extremes 1. Invite the child / children to help set up the red rods on the floor mat. 2. Select the two extremes from the red rods. 3. Place the short and longest rod in front of the child. 4. Use the three period lessons to teach the terminology. For example, select a long and short rod from the red rods and teach long and short. Exercise II – Superlatives: 1. Review the terms “long” and “short.” Replace the long rod. 2. Select several other short rods. Say, “This is short,” as each rod is picked up and held lengthwise. 3. Compare the shortest rod to each and then say, “This is the shortest rod.” 4. Replace the short rods and bring back the long rod. 5. Select several long rods. Say, “This is long,” as each rod is picked up and held lengthwise. 6. Compare the longest rod to each and then say, “This is the longest rod.” 7. Invite the child to identify the shortest and short rod. 8. Invite the child to identify the longest and long rod. Exercise III – Comparatives: 1. Select two long rods. 2. Hold up each one and say, “This is long.” 3. Compare the two long rods and point to the longer of the two saying, “This rod is longer.” 4. Compare another rod to the longer rod and say, “But this rod is longer than this one.” 5. Select two short rods. 6. Hold each up saying, “This is short.” 7. Compare two short rods and say, “This is shorter.” 8. Compare the shorter rod with another even shorter rod and say, “But this rod is shorter.” 32 Dustin Kosek

9. Have individuals compare rods using the comparative and superlative terms needed. DIRECT AIM: - To help children understand when to use various attribute words in connection with the sensorial materials. - Preparation for classification. INDIRECT AIM: - Preparation for reading and writing. CONTROL OF ERROR: - Teacher - Another child VARIATIONS: 1. Use superlative or comparative terms and have the children select objects to illustrate that quality. Example: The teacher says “Louder.” A child finds two loud sound cylinders, shakes both comparing them and then shakes the louder one as he says, “This cylinder is louder than this one.” 2. Say a comparative or superlative term aloud and see if the children can use the word accurately in a sentence. 3. Children can be shown an assortment of objects on a rug. The teacher shows and reads a command card and children select objects to illustrate that comparative or superlative word. Example: The teacher selects and reads the command card “Longer.” A child finds two pencils and holds up the longer one. “This pencil is longer than this one.” 4. During collective lessons, show children command cards on which comparative and superlative terms are printed. Initially, the teacher will need to read these cards and to challenge children to use them orally in sentences. Example: The teacher reads the card on which Taller is written. She elicits as many verbal responses as possible. “Lori is taller than Marielle.” “A horse is taller than a dog.” “A tree is taller than a bush.” “I am taller than a baby.” 5. Finally, children who can read the commands take turns selecting and reading a card. They then find some objects that illustrate their specific card or use their word in a sentence. Comments: Stress proper holding of materials to accurately convey the quality you want to indicate. The appropriate words for each piece of sensorial material can be taught by means of the three period lessons. 33 Dustin Kosek

Cylinders: thick, thin, deep, shallow, tall, short Red Rods: long, short Bells: high, low, soft, loud Baric Tablets: heavy, light Color Tablets: dark, light

Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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ASSOCIATIONS AGE: 3-6 years MATERIALS: - Mat - Set of objects or card that have an association in a basket o Made with control marks the child can easily identify PRESENTATION: 1. Incite interest and invite the child. 2. Place basket/tray with cards at the top left corner of the mat. 3. Take cards out and place in mixed array on the mat. 4. Select one object or card and name the concept shown. 5. Ask the child, â&#x20AC;&#x153;Can you find another object or card that goes with this one?â&#x20AC;? 6. When the match is found begin rows of cards placed where the children can easily see that they go together. 7. Select cards and find associations until all cards are matched. 8. Review each match with the child. 9. Encourage repetition. DIRECT AIM: - Expand vocabulary - Develop classification skills - Develop ability to see associations INDIRECT AIM: - Preparation for writing and reading - Creative thinking skills - Refine visual discrimination skills CONTROL OF ERROR: - Control marks on the back of cards - Child - Teacher POINTS OF INTEREST: - Interesting pictures - Working with a group of children - Learning new words EXTENSIONS: - Using objects that go with pictures - Noticing objects in the classroom that go together. 35 Dustin Kosek

VOCABULARY: - Association, go together, individual words of the associated items SOME ASSOCIATION IDEAS: - Boards: Hammer, Nail - Dentist (or Sink): Toothbrush and Toothpaste - Animal homes: Den, Nest, Cave, Hole, Dam - Animal “voices”: Moo, Bark, Cluck, Meow - Groups of Animals: School of fish, Pride of lions, Flock of birds, Herd of cattle - Adult and young: Puppy = dog, Kitten = cat, Calf = cow, Bunny = rabbit) - Household objects that go in certain rooms. Types of various plants (Varieties of Kalo) Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 1: Use language in a variety of ways. Hawaii Content and Performance Standards: Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public¾ for a variety of purposes

Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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Listening and Speaking

& The classroom exercises in listening and speaking are extremely important to the normal development of language. Montessori (1967) explained spoken language as a naturally acquired skill where as written language must be learned and translated from speech to page. The ability to speak and listen is therefore directly related to the success of language learning (Machado, 2007). Normal children will develop the ability to discriminate between certain sounds and assign meaning to familiar sounds to form speech. Machado (2007) explains that the ability to listen is needed later to complete the task of reading. Children will practice various forms of listening in order to refine their ability to distinguish language. Machado (2007) outlines appreciative, purposeful, discriminative, creative, and critical, as all types of listening young children will practice. Listening for pleasure to music and the rhythmic forms of speech found in poetry is appreciative listening. Children also learn to listen to directions, requiring them to produce a response based on their understanding of what they have heard. As children develop their listening skills they begin to discriminate between sounds in the environment and the sounds of speech. This early skill will determine what language(s) they will learn to speak. At the preschool level practicing discriminative listening in games that present the components of sound is important for emergent writing and reading. An ‘I Spy’ game being led by the teacher will exercise a young child’s discriminative and purposeful listening skills. Learning to listen critically is important for children when they must synthesize information and develop their own opinions. Training children’s ears to listen in different ways enables them to become phonologically aware (Machado, 2007). In order to successfully learn to write and read children need to know the rules of speech. Opitz (2000, in Machado, 2007) explains that phonological awareness happens in three stages. Children first become aware that language is made up of words, then that words are made up of different parts, and finally that word parts are made up of specific sounds. Using their developed listening abilities they can begin to distinguish these parts of speech. The development of strong listening abilities and exercised speaking skills will ultimately determine their ability to become literate.

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Reference Machado, Jeanne M. (2007). Early childhood experiences in language arts: Early literacy (8th ed.). United States: Thomson Delmar Learning. Montessori, Maria (1967). The discovery of the child. New York: Ballantine Books.

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I SPY AGE: 3 years and up MATERIALS: - The environment PRESENTATION: 1. Invite a group of children to join you in an activity of “I spy”. 2. The teacher will say to the children, “I spy with my little eye something that begins with the sound / /” (Name a sound that children can identify) 3. The teacher makes the first letter sound of the word while looking directly at the object. 4. Allow the children to answer. Repeat step 2-3 until the activity is over. **Note: Give the children about 5- 10 different things for them to spy. DIRECT AIM: - Develop auditory discrimination skills - Development of phonemic awareness INDIRECT AIM: - Preparation for writing and reading CONTROL OF ERROR: - Teacher POINTS OF INTEREST: - It is a game - Mystery EXTENSION/ VARIATIONS: - I spy with ending sound - I spy with middle sound - I spy in an outdoor setting giving the children things to spy that pertains to the outdoors. - Do theme or seasonal I spy, for example tell the children to spy things Hawaiian or of nature. - Can be used as a transition exercise with different parts of children’s names.

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Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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SILENCE GAME AGE: 3-6 years old MATERIALS: - The word “silence” on a piece of paper - A group of children who can succeed in practicing quiet PRESENTATION 1: 1. Invite a group of children. 2. Ask children if they can make silence by being as still and quiet as a sleeping baby. PRESENTATION 2: 1. Invite a group of children. 2. Say, “Would you like to play a new game?” 3. Present them with a card with the word “silence” written on it. 4. Say, “I am going to show you a special word. The word is silence. When you see this word, you make silence. Let’s see if we can make silence.” (Pause here for about five seconds.) 5. Say, “Great! Do you know who makes the silence?” (Pause as they answer.) 6. Say, “Yes, you all make the silence.” 7. Put the silence card away for another time. DIRECT AIM: - Order, concentration, coordination, and independence INDIRECT AIM: - Being able to remain silent CONTROL OF ERROR: - The children POINTS OF INTEREST: - Being able to sit as still as long as they can - Being able to be as silent as long as they can VOCABULARY: Silence VARIATIONS/EXTENSIONS: 1. Have children sit still with their eyes closed for a while and then ask what kind of noises they heard. 2. Hold up the silence card and see if any of the children will notice. 3. Have the children hide, you whisper their names, and they come into the circle. 41 Dustin Kosek

Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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LISTENING FOR DIRECTIONS MATERIALS: - Whatever subjects students are asked to gather OBJECTIVE: 1. Refinement of efferent listening skills 2. Indirect aim: vocabulary development 3. Indirect aim: refinement of (short-term) memory recall PRESENTATION OF THE EXERCISE: 1. After attaining students’ attention and focus, instruct students that they will be going on a “Scavenger Hunt” (although they will need to listen carefully for directions since you will not be writing anything down). 2. You may divide the class into small groups, or this exercise may be done individually. 3. Instruct students that they will be going either outside the classroom or staying inside the classroom in order to find 3-7 objects. (For younger children, limit the number of objects to less than 4. For older students, you may go higher). 4. Depending on what your theme/topic is, you may ask the students to find specific objects OR give them brief description of what to look for. For instance, something specific might be “a red flower” whereas something general might be, “something from nature.” 5. Remind students to try their personal best, and as they return with their goodies, they will be applauded for their efforts. 6. Upon everyone’s return, ask everyone/every group to share their objects with the class (remembering, of course, to praise their efforst). CONTROL OF ERROR: 1. Teacher 2. Another student VOCABULARY USED: 1. Objects found (depends on the theme/topic you want to focus the game on) POINTS OF INTEREST 1. “Scavenger Hunt” (it’s a game that has the children moving around and/or working in groups and talking with one another) VARIATIONS?EXTENSIONS: 1. This game can be used to assess vocabulary on a variety of theme/topics. For instance, if the class was studying about different types of lowers, they can look for a hibiscus, an orchid or a plumeria. Or, if the students 43 Dustin Kosek

were studying about the different people working at a school, they could have been asked to find the Principal, janitor, the Nurse, etc.

Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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LISTENING FOR PLEASURE AGE: 4 1/2 years and up MATERIALS: - 1 Whiteboard and marker PRESENTATION: 1. Invite students on a walk. 2. When you return from your walk, ask the students what they heard. 3. Write their responses on the whiteboard. 4. Go on another walk, explain and model silence, then listen. 5. When you return, ask the students what they heard this time. 6. Write their responses on the whiteboard. 7. Point out that they heard more when they were actively listening. DIRECT AIM: - To develop aesthetic listening skills INDIRECT AIM: - Preparation for writing - Preparation for language CONTROL OF ERROR: - Teacher POINT OF INTEREST: - Taking a walk - Concentrating on listening VOCABULARY: - Walk, listen, sounds, silence VARIATIONS: Play a CD of sounds for the students. After listening to it once, ask them what sounds they heard. Write their responses, then ask them listen again, but more carefully. Ask them what they heard the second time, and write their responses.

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Topic Benchmark LA.K.6.1 Sample Performance Assessment (SPA)

Rubric Advanced Proficient Clearly express ideas Express ideas through activities through simple activities

Novice Express very few ideas through simple activities

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SOUNDS IN NATURE AGE: 3+ years MATERIALS: - Environment where children can here nature sounds PREPARATION: - Children who are doing the nature walk should be familiar with quiet - Chart paper for writing observed sounds PRESENTATION 1: 1. Invite a group of children. 2. Tell the children that they will be taking a walk. 3. Have the children make a line and talk a short walk. 4. Return to the class, ask the children to sit in a circle and ask questions about “the sounds in nature” that they had noticed. 5. Make a list of all the sounds that they had noticed. Note: For the presentation, the teacher should not give details about the purpose of the walk. Just observe if the children concentrate on their environment. PRESENTATION 2: 1. After Presentation 1, and asking the children about the sounds, tell the children that they will take a walk. 2. This time before the children leave the classroom ask them to see if they can hear the sounds that nature is making on the walk. 3. After returning to the class, ask them to rejoin group and discuss “What they heard this time?” 4. Make another list of the sounds they heard on the second walk. 5. Talk to the children about how many more sounds they were able to here when they “listened to nature”. 6. Tell the children they can always listen to nature, just by getting quiet. DIRECT AIM: - Concentration and independence - Development of purposeful auditory skill INDIRECT AIM: - Appreciation for nature - Development of vocabulary - Concentrate for reading CONTROL OF ERROR: The teacher POINTS OF INTEREST: 47 Dustin Kosek

- Being able to concentrate and listen to the sounds around them. - Being able to converse what they hear. VOCABULARY: Names of different sounds and objects that make that particular sound- like birds chirping, sound of cars etc. NOTE: This should be attempted only on a calm day when children are normalized.

Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 4: Recognize and use symbols.

Hawaii Content and Performance Standards: Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Concepts of Print Recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-to-right across the page The student: Follows text from left to right and from top to bottom of a page as it is being read aloud; locates the front cover, title, and back cover of a book; and demonstrates knowledge of a book's orientation by holding and opening the book correctly. Partially Proficient Sometimes recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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PINK SERIES: RHYME AGE: 3-6 years MATERIALS: - 15 pink control cards with a picture at the top and space for rhyming words. - Rhyming words should be three-letter short vowel (CVC pattern) - Words (Initially divide these into three sets) - 5 rhyming words for each of the above cards - A table or tray PREPARATION: 1. Invite a selective group who are successfully blending short vowels with consonants to join you 2. Use some short oral game to review their concept of rhyming words PRESENTATION: 1. Select one set of the pink control cards and place them along the top of the rug. 2. Place the word cards randomly beneath the pictures 3. Select a word card, read it, then place it on the control card that has a rhyming picture for that word 4. Invite the children to take turns selecting, reading and then placing the words until the exercise is completed 5. Have individual children read each word card aloud as the others listen to check accuracy. 6. Return the activity to the shelf and encourage repetition DIRECT AIM: - Reinforce rhyming sense - Expand phonemic awareness - Learn the spelling of three letter short vowel words INDIRECT AIM: Preparation for oral and written expression CONTROL OF ERROR: - Color-coding the picture cards with the rhyming word - The teacher - The sounds of the words VARIATIONS: 1. Three children can each take a set of control cards to the rug. All the rhyming words are mixed on one rug. When each child has finished his card the three change rugs and check one anotherâ&#x20AC;&#x2122;s work. 49 Dustin Kosek

2. Two children can play the game without using the word cards and see how many rhyming words they can think of for each picture. 3. An older child may take the picture cards to a table and see how many rhyming words he or she could write for each one. Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 4: Recognize and use symbols.

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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Emergent Writing

The lessons to develop a child’s ability to write are all specific extensions of activities from around the classroom. Montessori (1967) explained that in order to write and form letters certain fine and gross motor skills must be practiced in order to develop the muscles needed. The practical life area prepares children to physically be able to write by exercising their pincer grip (Montessori, 1967). Children also refine their gross motor muscles in order to be physically able to sit, hold their heads up and use their arm for extended periods of time while writing (S. Schonoleber, personal communication, July 2nd, 2008). According to Machado (2007) young children’s general awareness of print and the elements that compose writing is showing up at an earlier age than previously thought. The curiosity children have with writing is utilized in a Montessori environment in early writing exercises. Montessori (1967) observed children who “exploded into writing” (p. 220) once they are sufficiently prepared. Montessori believed that all of children’s art experiences should be meaningfully directed towards the development of writing skills. Sulzby (1992, In Machado, 2007) explains the importance of children’s first attempts at understanding writing through scribbles, mimicked non-phonetic strings of letters and other early attempts at writing. The Metal Insets were developed to appeal towards children’s natural love of order and art. They help children to control their movements and practice holding a pencil while they produce “the art of the insets” (Montessori, 1967, p. 207). Montessori developed the emergent writing materials to introduce children to tools they needed in order to connect their general print awareness to their readied and willing hands. The sandpaper letters are used to teach children through multiple avenues the sounds of the letters and how they are formed. Montessori (1967) explains that children will use sight, touch and muscular movement to learn the graphic representation of the letters. When a child then begins to write they will have already fixed the movement of writing the letter. The lessons in emergent writing continue to showcase the letters of the alphabet and develop control over a child’s hand for writing. Children will write lines on chalkboards and paper. Tracing letters in the air and in sand also provides children with more ways to fix the components of language in writing. Each of these 51 Dustin Kosek

exercises will prepare children for writing and also prepare them for learning to read.

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SEWING AGE: 3 to 6 years MATERIALS: - 1 sewing card with holes - 1 knotted lacing or yarn in a basket (Should be no longer than the length of the a child’s forearm) PRESENTATION: 1. Invite the child 2. Bring activity to the mat. 3. Grasp card in one hand and hold the lacing in the other hand with pincer grip. 4. Push unknotted end of lace through a hole from the back of the card. Grasp and pull lacing until the knot stops at the hole. 5. Show the child the “whip stitch” by pushing the lacing through each hole from the back of the card and pulling through. Sew through about 4-5 holes. You may use the word “up” as you push the lacing up through each hole to emphasize the pattern. 6. Unlace card, return materials to shelf and give child a turn. DIRECT AIM: - Eye hand coordination INDIRECT AIM: - Pincher grip - Help with writing CONTROL OF ERROR: - The knotted lacing and the lacing are long enough to sew through all holes POINT OF INTEREST: - Seeing the pattern the lacing makes - Feeling the final tug as the lace is pulled all the way through. VOCABULARY: Whip stitch, running stitch, sew, lace, hole EXTENSIONS: - Demonstrate the “running stitch” which forms a line as the lace is pushed up and down through alternate holes. You may use the words “up, down” as you emphasize the pattern of the running stitch.

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VARIATIONS: 1. Cut out letters on cardboard or felt for the children to sew. 2. Sew yarn around metal inset drawn shapes. 3. Stringing letters. 4. Stringing patterns.

Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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PUSH PINNING AGE: 3 years and up MATERIALS: - Push pins - Container - Piece of carpet or mouse pad - Construction paper PRESENTATION: 1. Invite the child if they would like to work with some push pinning 2. Take a piece of construction paper with traced shapes and demonstrate going around the lines with the pushpin using the pincer grasp to hole the pushpin. 3. Encourage the children to keep their push pinned shapes to make a book after they have gathered a few. 4. Return the activity to the shelf. 5. Encourage repetition. DIRECT AIM: - Refine fine motor skills - Develop concentration ability INDIRECT AIMS: - Preparation for writing CONTROL OF ERROR: - The traced lines POINTS OF INTEREST: - Making a picture - Pushing out the shape. VOCABULARY: - Name of the work, shapes, push pin, tiny spaces. VARIATIONS: - Children can push pin any type of shape or letter. - The construction paper can be blank with the children needing to trace their own shape.

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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METAL INSETS AGE: 3 -6 years PREPARATION: - Mastered practical life fine motor exercises - Interest in drawing - Able to hold a pencil MATERIALS: - Ten metal frames (red) and ten metal insets (blue) - Five shapes with curved lines o Circle, Ellipse, Curvilinear, Oval, Quatrefoil - Five shapes with straight lines o Triangle, Square, Rectangle, Trapezoid, Pentagon - 5 ½” square paper - Colored pencils - Pencil holders (for each color) - Small tray just larger than the paper size - Small cup or tray for the child’s chosen pencils FIRST PRESENTATION: 1. Insight interest and invite the child for a lesson with “The Metal Insets”. 2. Take a tray and place a new sheet of paper on it. 3. Choose a frame and inset and place it on your tray. 4. Take the tray to a table mat. 5. Return to the shelf and retrieve the pencils to be used. 6. Bring the pencils back to the table. 7. Remove the blue inset and make sure the paper and the frame are in front of you. 8. Say the name of the shape. 9. Trace the frame with two fingers beginning at the 2 o’clock position. 10. Select a colored pencil holding the pencil correctly. 11. Show the child how to hold the frame firmly with their opposite hand. 12. Inside the frame draw in a continuous counterclockwise line starting at the top left (2 o’clock position). 13. Put the pencil down and take all materials back to the shelf. 14. Invite the child to try it. *** Note: Start the presentations with circle, then square, triangle, rectangle, continuing through to the more complicated. The quatrefoil will be last. PRESENTATION II: 1. After tracing the inside frame, replace frame and get the inset. 2. Place the inset directly over the original tracing and hold firmly with your non-dominant. 3. Choose a different colored pencil. 60 Dustin Kosek

4. Trace in a counter-clockwise motion as before. 5. Show the child the figure reproduced in two colors. The lines should match exactly. DIRECT AIM: - Preparation for handwriting - Helps the children practice the necessary hand movements to make the graphic symbols for writing - Development for appreciation in design INDIRECT AIM: - Reinforcement of basic shape names - Develops concentration CONTROL OF ERROR: - Inset will slide on the paper if the child is not holding it down - The drawing will show if they were holding the pencil hard enough and tracing in the correct area. POINTS OF INTEREST: - Using writing tools - Bright colored pencils and designs made with extensions - Using the shapes - Tracing VOCABULARY: - Names of the colors, names of the shapes, metal, inset, frame, tracing, lines, “holding with opposite hand”, writing. EXTENSIONS: - Metal Insets Book - Drawing lines through the shape o Top to bottom o Left to Right o Various colors EXTENDED PRESENTATIONS: - After tracing both inset and frame choose a third colored pencil to draw vertical lines about 1/8” apart. The square inset is a good shape to use for the first presentation of this skill. - Take another color and trace horizontal lines. The appearance will be of a checkerboard. - Combining a number of many shapes. NOTES: Sequence of presentations: Frame only. 61 Dustin Kosek

Frame & Inset. Frame & Inset & Horizontal Lines. Frame & Inset & Horizontal Lines & Vertical Lines. Two Insets Superimposed. A series of insets and frames superimposed to create a pattern.

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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1ST LESSON WITH THE SANDPAPER LETTERS AGE: 3 years and up MATERIALS:  Letters of the alphabet made of fine sandpaper mounted on a smooth, usually wood background.  Letters can be grouped into baskets to be taught together o a, b, s, t, m, c o i, p, r, n, g o o, f, x, d, l o u, j, h, k, v o e, w, q, y, z PRESENTATION: NOTE: *** You will use a three period lesson format 1. Insight interest and invite the child. 2. Put one letter out in isolation (Start with /a/) 3. Trace with two fingers (index & middle) and say /a/ (use short vowel sound) 4. Teacher says, “This is /a/”. 5. Teacher asks, “Can you trace /a/?” 6. Teacher takes first letter away and presents second letter (consonant) 7. Trace with two fingers (as before) and say /t/ 8. Teacher says, “This is /t/”. 9. Ask the child, “Can you trace /t/”? 10. If the child is able to make both sounds continue to the second period of the lesson. 11. Put out both letters a and t 12. Teacher says “This is /a/ and this is /t/”. 13. Teacher begins with “Show me /t/”, then, “show me /a/”. 14. If the child can complete second period move onto third period (“What is this?”) DIRECT AIM:  The development of sound and symbol association. INDIRECT AIM:  Kinesthetic sense development. Stereo Gnostic Sense development  Preparation for writing  Preparation for reading and visual development CONTROL OF ERROR:  The difference between the rough sandpaper and smooth boards. 63 Dustin Kosek



Teacher

POINTS OF INTEREST:  The sounds the letters make. The games in the second period. The “test” in the third period. VOCABULARY:  Names of sounds of various letters

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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AIR TRACING AGE: 3-6 years MATERIALS: - Lower-case sandpaper letters PRESENTATION: 1. Invite the child. Say “Would you like practice letters by tracing them in the air?” 2. Bring two sandpaper letters (e.g., m and a) to a tablemat. 3. Seat the child to your right during the presentation. 4. Trace the letter ‘m’ while making the ‘m’ sound. 5. Be precise in tracing the letter, using the first and second fingers of your right hand. 6. Invite the child to trace the letter ‘m’. Say, “Would you like to trace the ‘m’?” 7. Then say “Now let me show you how to trace the ‘m’ in the air.” 8. At the child’s eye level, trace the ‘m’ in the air with the same two fingers while making the ‘m’ sound. 9. Invite the child to trace the ‘m’ in the air. Say “Would you like to try it?” 10.Continue with the other sandpaper letter in the same manner. 11.Return the sandpaper letters to its box. 12.Return the mat. DIRECT AIM: - Develop auditory perception of initial sounds - Develop visual and tactile perception of letters INDIRECT AIM: - Preparation for writing and reading CONTROL OF ERROR: - The teacher POINTS OF INTEREST: - Rough and smooth surfaces of sandpaper letters “Writing” in air VOCABULARY: Trace, air, two fingers, the letters and their sounds VARIATIONS/EXTENSIONS: - Air trace with pencil - Present in a group and remember to mirror as you trace letter in air

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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MOVEABLE ALPHABET Scanning the House of Letters AGE: 4 to 6 MATERIALS: - Mat - Moveable Alphabet - Compartmentalized box containing a space for each letter - Consonants are red/pink - Vowels are blue - Each compartment should be marked on the bottom with the letter it contains PRESENTATION: 1. Invite the child 2. Place the Moveable Alphabet in the center of the mat. 3. Say to the child: “This is the House of Letters. Each letter has it’s own sound and it’s own room in the house. I’m going to run my fingers across them. Can you tell me what sounds each of these letters make? 4. Have the child say the sounds of all letters while they visually follow your index finger across all the compartments of the Moveable Alphabet. Teacher should note which sounds the child does not appear to know. 5. Return the movable alphabet to the shelf and encourage repetition. DIRECT AIMS: - Isolation of each sound - Sound-Symbol Association INDIRECT AIMS: - Preparation for writing (and reading), left to right orientation. CONTROL OF ERROR: - The Teacher POINTS OF INTEREST: - Moveable Alphabet - The movement of fingers gliding across the alphabet VOCABULARY: - Moveable Alphabet Scanning the House of Letters, Sounds of the letters EXTENSIONS/VARIATIONS: - Matching Sandpaper Letters to the Moveable Alphabet. - Matching objects to initial consonant sounds.

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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WRITING ON A CHALKBOARD AGE: 3 years and up MATERIALS: - Chalkboard and easel - Chalk - Eraser PRESENTATION: 1. Draw a line from left to right on the chalkboard. Draw a parallel line four or five inches below the first line. 2. Turn to the group and show them how to position the chalk in the fingers. Insert the chalk as you slowly open and close the thumb, index, and middle fingers. Slide the chalk down to its proper position. 3. Turn to the board and indicate the top line and base line. Position the chalk on the top line and then draw the downward stroke slowly. Use “releasing speech” and say “Down”. 4. Have each individual practice making a few of these downward strokes. Call their attention to the “points of interest” as they start on the top line and as they slow down to accurately stop on the base line. Point to strokes extending beyond these lines as “controls of error.” 5. Show the children how to erase and draw their own guidelines. DIRECT AIM: - Develop control of movement for writing - Develop visual discrimination of lines INDIRECT AIM: - Preparation for reading - Order, control, concentration, and independence CONTROL OF ERROR: - Teacher - Lines drawn POINT OF INTEREST: - Using chalk VOCABULARY: Chalk, chalkboard, down, line, straight, long, short NOTES: Have papers prepared for easel exercises. The children may use these papers on lapboards or at tables.

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Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 4: Writing: CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms

Topic Benchmark LA.K.4.1 Sample Performance Assessment (SPA)

Rubric Advanced Insightfully write for a variety of purposes related to daily class activities and own life

Proficient Write for a variety of purposes related to daily class activities and own life

Range of Writing Write for a variety of purposes related to daily class activities and own life The student: Uses writing integral to daily class activities, including writing full name and completing class forms and logs (e.g., signs an attendance sheet, records the weather, puts an event on a calendar, labels a picture, lists items). Partially Proficient Novice Write in an unclear or Write imprecisely or limited way for a va- irrelevantly for a variety of purposes re- riety of purposes related to daily class lated to daily class activities and own activities and own life life

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WRITING IN SAND AGE: 3 1/2 -5 1/2 years MATERIALS: - Sandpaper letters - A tray of sand - A tablemat PRESENTATION: 1. Bring two or three sandpaper letters (m, a, s, t) to the table. 2. Bring a tray of sand, to teach them how to write in sand. 3. Seat the child to your right during the presentation. 4. Trace the letter “s” while making the “s” sound. 5. Be precise in tracing the letter, using the first (index) finger and the second (middle) finger of your hand. 6. While tracing the letter, hold the card firmly, placing your left hand on the lower corner in such a way that the thumb and the index finger are on the card and the palm is resting on the table. 7. After tracing on the sandpaper letter, trace the letter “s” in the sand, while making the “s” sound. 8. Repeat step 5 and 6 while tracing the letter in the sand. 9. Invite the child to trace the letter “s”. 10. Repeat the procedure for sandpaper letters that are set on the table. 11. You can do the three period lesson while teaching how to write in sand. 12. If the child seems interested and capable, you can introduce more letters. 13. After the activity is done, return the sandpaper letters and the sand tray to the shelf. NOTE: Each letter is presented to the child by its sound rather than by its name. The child learns letter names indirectly. DIRECT AIM:   

Sound symbol association Connecting audio, muscular and visual memory skills. Preparation for writing.

INDIRECT AIM: - Preparation for reading CONTROL OF ERROR:  Tactile-If hand slips off the sandpaper letter or if the child is unable to write in the sand. 72 Dustin Kosek

ď&#x201A;ˇ

Teacher

POINT OF INTEREST: - Sand VOCABULARY: The sounds of the letter, tray, board. EXTENSION: Includes writing in pudding, and other fun mediums. The children use mediums to reinforce cellular memory of the correct and easier formation of letters. Children appear to really enjoy the messy forms of practice. Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 4: Writing: CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms

Topic Benchmark LA.K.4.1 Sample Performance Assessment (SPA)

Rubric Advanced Insightfully write for a variety of purposes related to daily class activities and own life

Proficient Write for a variety of purposes related to daily class activities and own life

73 Dustin Kosek

WRITING ON PAPER AGE: 4 Â˝ to 5 years MATERIALS: - Writing paper (Blank & Ruled) - One paper size provided for one line writing. One for two lines, three lines, etc. - A full sheet with one rules line at the bottom and another with two ruled lines - Magazine pictures of single items or scenes, separated and placed in a box - Lead pencil - Items needed to make booklets (Paper covers, hole punch, colored yarn, crayons - Tray PRESENTATION: 1. Invite one child to come and work with you. 2. Introduce the child to the paper supply. 3. Show the child the paper with one line. 4. Take two to three pieces of paper on the tray and a lead pencil. 5. Have the child bring the tray to the table. 6. Conversationally look and comment on the fact that the paper looks like the blackboard with lines. 7. Tell the child that you will show him how we write on paper. 8. Write one letter. Have the child look at the letter and ask if he knows the sound. 9. Then ask if the child remembers the letters name. 10. Have the child write the letter across the line. 11. See how the child holds the pencil and correct if needed. 12. If the child wants another letter, you write the first one at the beginning of the line and have the child write that letter. 13. If the child tires and doesnâ&#x20AC;&#x2122;t finish the first line, he can place it in his storage place and continue at a different time. 14. Child can work with writing for as long as he would like. 15. Once done, the child can put his writing in his storage place. 16. Show the child how to put the material away. EXERCISE 1: - The child writes single letters as shown in the presentation EXERCISE 2: - When the child is comfortable writing single letters, show the child how to write a word. With the modified script, the letters will be evenly spaced and separated. In the cursive writing, the letters will be connected. It is a good idea to start with a short word or 3-4 letters. Let the child move to any word once they are ready. EXERCISE 3: - When the child is able to write words with ease, introduce the paper where the child can draw a picture and then label it. 74 Dustin Kosek

EXERCISE 4: - As the child is ready, you can encourage the writing of phrases with the paper that has two lines EXERCISE 5: - When the child is read, show him how to write a sentence on the paper with three lines. Move on to the paper with 4-5 lines if the child is writing a lot. A this stage, the child will be writing stories. EXERCISE 6: - The child can then write a poem and illustrate it as well. This can be done through transcription. DIRECT AIM: - To give the child ideas for writing practice. To encourage story writing (creative expression) INDIRECT AIM: - Preparation for reading CONTROL OF ERROR: - Child growing facility in handwriting and ability to evaluate it. POINTS OF INTEREST: - Using lines paper - Writing stories - Using imagination

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Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 4: Writing: CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms

Topic Benchmark LA.K.4.1 Sample Performance Assessment (SPA)

Rubric Advanced Insightfully write for a variety of purposes related to daily class activities and own life

Proficient Write for a variety of purposes related to daily class activities and own life

76 Dustin Kosek

Emergent Reading

Montessori (1967) spoke of the importance of teaching writing and reading simultaneously. Both skills provide children with the window into language they are searching for. Children, said Montessori (1967), will begin one or the other first, but teachers must not be concerned and should still present lessons on both. Emergent reading begins when children become phonologically aware (Machado, 2007; Montessori, 1967). They begin to recognize that words are made up of different sounds and that the arrangement of letters reveals which sounds will be spoken. Montessori (1967) observed children who begin to analyze words in their letter parts. Children, who instead of reply by speaking a word, spelled out the word in sounds. Recognizing the various components of sounds is the beginning of reading. The “Pink Series” consists of primarily three-letter short vowel words with a Consonant-Vowel-Consonant (C-V-C) format. All of the earlier perception, concept and vocabulary development will begin to connect through language representations. Connecting symbols with their sounds will begin their journey into reading. Machado (2007) explains that current research backed Montessori’s philosophy of continuous exposure and independent development. Research indicates that exposure to pre literacy activities has a direct correlation with children’s first grade reading achievement levels. The exercises in reading in the Montessori environment are exposing children to the tools they will need when they receive formal reading instruction in later grades.

77 Dustin Kosek

2ND LESSON WITH SANDPAPER LETTERS Preliminary Blending Exercises AGE: 4 years and up MATERIALS: - Letters of the alphabet made of fine sandpaper mounted on a smooth, usually wood background. - Letters can be grouped into baskets to be taught together (a, b, s, t, m, c) (i, p, r, n, g) (o, f, x, d, l) (u, j, h, k, v) (e, w, q, y, z) - Set of ring cards with pictures for each letter of the alphabet PRESENTATION: 1. Invite the child 2. Take out a basket of grouped sandpaper letters that child already knows 3. Take out the matching ring cards. 4. Lay out the ring cards on left side of mat. 5. Pick a sandpaper letter and ask the child â&#x20AC;&#x153;What is the sound?â&#x20AC;? 6. Trace that letter and say the sound. 7. Pick up the matching ring cards for that sound 8. Trace the letter as you say the picture name 9. Ask the child if he/she would like to have a turn 10. Continue to trace and say picture names until all the cards on the ring is done 11. Ask the child if he/she would like to try another sound DIRECT AIM: - The development of sound and symbol association. INDIRECT AIM: - Kinesthetic sense development. - Preparation for writing - Preparation for reading and visual development CONTROL OF ERROR: - The difference between the rough sandpaper and smooth boards. - Teacher POINTS OF INTEREST: - The sounds the letters make. - Naming the picture VOCABULARY: Names of various letter sounds and picture name

78 Dustin Kosek

EXTENSION/ VARIATIONS: - Use objects - Use individual picture cards

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

79 Dustin Kosek

RINGED CARDS AGE: 3 - 6 years PREPARATION: - Introduction to the sandpaper letters and the sounds of letters. MATERIALS: - Floor mat - Small booklet or set of cards with the sound to be represented on the first page or envelope o Maximum of 6 cards per sound o Photos are easily identifiable o In the beginning use the short/common sound of the letter  i.e. cat vs. cereal/ girl vs. gem - Each letter of the alphabet should have a book or envelope - The sandpaper letter which corresponds to the sound ** A good place to store these is with the sandpaper letters. PRESENTATION: 1. Incite interest and invite the child for a lesson with the “Ringed cards” 2. Bring the booklet/cards to a mat with the corresponding sandpaper letter. 3. Trace the sandpaper letter and say the sound it represents. 4. Show the first card in isolation and say, “This begins with the sound / /”. 5. Say the name of the object in the picture. 6. Trace the sandpaper letter again and say the sound it represents. 7. Continue in the same manner for the other pictures in the booklet/set. 8. Return to the shelf. 9. Encourage repetition. DIRECT AIM: - Development of sound and symbol association - Initial auditory discrimination INDIRECT AIM: - Preparation for writing and reading - Vocabulary expansion CONTROL OF ERROR: - Teacher POINTS OF INTEREST: - The pictures - The booklets - Using the sandpaper letter 80 Dustin Kosek

VOCABULARY: - All the words associated with the picture cards. Cards, ringed, booklets, envelope, trace. EXTENSIONS: - The child can make their own booklets by drawing words, which start with certain letters. - Make a ringed booklet of ending sounds. - Make a ringed booklet of more difficult sounds. o Blends, long vowels, silent â&#x20AC;&#x2DC;eâ&#x20AC;&#x2122; words. Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

81 Dustin Kosek

1ST LESSON WITH MOVEABLE ALPHABET AGE: 4 and up MATERIALS: - House of letters and each letter has its own room (Moveable alphabet) - Mat PRESENTATION: 1. Incite interest and invite the child to work with “The moveable alphabet”. 2. Remind the child about the house of letters, “This is the house of letters and each letter has it’s own room”. 3. Tell the child, “We can use these letters to spell words”. 4. Ask the child, “Would you like to spell a word?” Wait for reply. Then ask, “Which word would you like to spell first?” 5. Help the child spell their first word with the moveable alphabet. 6. Make sure to emphasize looking through the box for each letter. 7. If the child is interested more words can be spelled before all the letters go back into “their rooms”. 8. Assist the child in replacing the letters in the correct compartments 9. Return the Moveable Alphabet and the mat. 10. Encourage repetition. DIRECT AIM: - Phonological awareness INDIRECT AIM: - Preparation for reading and writing CONTROL OF ERROR: - The teacher - Each compartment should show which letter belong in it. POINT OF INTEREST: - The letters - Spelling of words VOCABULARY: Words spelled, house of letters EXTENSIONS: This is just an introduction lesson: see “The Moveable Alphabet”.

82 Dustin Kosek

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

83 Dustin Kosek

84 Dustin Kosek

COMPONENTS OF SOUND AGE: 3-6 years old MATERIALS: - A stack of simple three-letter, phonetic picture cards PRESENTATION: 1. Invite the child to work with some words. 2. Do a three period lesson making sure the child can identify the picture involved first. 3. Identify the sounds in the word by saying each sound in the word. Emphasize each sound by patting the mat softly and flipping your hand for each sound. 4. For instance: Pat /b/ pat /e/ pat /d/, bed. 5. Have the child repeat the parts after you. Say, “When we say it in parts, it’s (bed).” 6. Lay out the cards the child has sounded out. 7. Practice with the child by asking questions such as “Can you find (say the name in parts) and point to the picture.” Child should be able to respond appropriately. 8. To test whether the child really has the concept say “Now I’m going to see if you can say this in parts.” Point to a picture and see how the child responds. 9. Return the activity and mat to the shelf. 10. Encourage repetition. DIRECT AIM: - Phonemic awareness INDIRECT AIM: - Auditory discrimination CONTROL OF ERROR: - The teacher POINTS OF INTEREST: - The pictures themselves - The rhythm - Sounds of the words VOCABULARY: The vocabulary associated with the picture cards VARIATIONS/EXTENSIONS - Use rhythm to help the child get the idea. - May use your hand to create rhythm. 85 Dustin Kosek

NOTES: 1. Teach children sounds they want to know or use various family groupings. 2. Look for contrasts in sound and configuration. 3. Rarely teach more than two sounds at once. 4. Often in first set a, t is used with d, s, m. 5. It is important for children to start hearing that a word is made up of sounds. 6. Train the ear to hear sounds. It helps children to hear and be aware of middle sound Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

86 Dustin Kosek

THE FIRST READING EXPERIENCE AGE: 3 to 5 years old MATERIALS: 5 or 6 objects that the child knows how to write An envelope with slips of paper Pencil and a book cover PRESENTATION 1: 1. Take a few objects out of the object bag (5 or 6). Take out an envelope with the same number of slips of paper, a pencil and some materials to make a book cover. 2. Invite the child to learn the exercise. 3. Say, “Today we’re going to do something a little different. I’m going to ask you to hand me something but I’m not going to tell you what I want. I think when I do this you’ll be able to hand me what I want.” 4. Write a word corresponding to one of the objects on a slip of paper. Don’t let the child see what you wrote. Fold the paper in half (make it dramatic). 5. Show the child the word written on the paper. 6. Say, “Let’s sound it out.” The child should read the word. 7. Say, “Do you know what you just did?” “You just read that word!” DIRECT AIM: To help the child realize he knows how to read after he has worked with the moveable alphabet and has been sounding out and writing the names of things. INDIRECT AIM; Development of confidence and independence CONTROL OF ERROR: Teacher POINT OF INTEREST: Realization that child is reading The objects Drama of the folded slips of paper VOCABULARY: Whatever the objects consist of EXTENSIONS: 1. After the child has correctly read all the labels, mix them up. The child can then read the words and place them by the correct object. 2. Put these words into a little booklet saying, “These are the first words you have read.” Write: “First Reading Book” with the child’s name on the outside or inside cover. 3. Copy the words into a copybook or big paper. 87 Dustin Kosek

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

88 Dustin Kosek

PINK SERIES Pictures Cards and Word Cards AGE: 4 1/2 to 6 MATERIALS: - Mat - ContainerTray or box - Set of pictures - Set of short vowel C-V-C words that correspond to the pictures - This whole set should be mounted on pink card stock pictures with three letter vowel and consonant word cards that match. Words should be attached to a pink backing. PRESENTATION: 1. Invite the child. Say, “Would you like to join me to work with some new words?” 2. Place container in upper left hand corner on the mat. 3. Remove pictures from container and place them in mixed array on the mat. 4. Pick up all the word cards and hold them placing one word down at a time. Say, “Which pictures does this word go with?” 5. Help the child sound the word out. Start by saying the beginning sound and pressing the palm on the mat, flip for the middle sounds, and continue emphasizing the different sounds. 6. Teacher will Ggently slide her index and middle finger across the bottom of each word and say it together with the child. 7. Look for the picture that goes with the word and place it directly across from it. 8. Repeat the same process until all words and pictures have been paired. 9. Place words and pictures back in the box along side of each other and return activity to the shelf. 10. Encourage repetition. DIRECT AIMS: - Vocabulary development - Reviewing vowel and consonant sounds INDIRECT AIMS: - Preparation for reading CONTROL OF ERROR: - The teacher - A remaining picture which does not match the word 89 Dustin Kosek

POINTS OF INTEREST: - The pictures - Matching the picture to the word VOCABULARY: - Three letter vowel and consonant words EXTENSIONS/VARIATIONS: 1. Incorporate rhyming skill and have a child read a label and give a rhyming word. 2. Use just the pictures and have child write their own labels. 3. Have children draw a short vowel word picture and label it. Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-to-

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-to-

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-to90

Dustin Kosek

right across the page right across the page right across the page right across the page PUZZLE WORDS AGE: 4-5 years MATERIALS: - Cards on which irregular words are written (Cards can be color coded by difficulty to help the teacher remember what group of words are presented) - Floor mat PRESENTATION: 1. Have the child bring over the basket of cards. 2. Introduce the material to the child and tell the child that we need to know these special, words because we canâ&#x20AC;&#x2122;t sound them out. 3. Choose one color group. 4. Read the first word. 5. Have the child read it with you. 6. Give the word in a sentence. 7. Introduce all of the words in the group in this way. 8. Do a Three Period Lesson with the three words. During the first period, use the words in a sentence. During the third period, have the child use the word in the sentence. Help the child if needed. DIRECT AIM: - To teach irregular/sight words INDIRECT AIM: - Preparing children for success in reading small sentence booklets CONTROL OF ERROR: - Teacher POINT OF INTEREST: - Colored cards - Playing a game - Reading new words VOCABULARY: All the words on the cards, sight words, all the vocabulary that is used in the sentences. EXTENSION 1. Invite a group of 2-3 students to the mat 2. Teacher reads words aloud 3. Students repeat after each word is said 4. Mix up cards

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5. The student in the group that says the word correctly first gets to keep the card 6. If confident teacher can go around in a circle and ask the student what word is on the card.

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

92 Dustin Kosek

ACTION WORDS AGE: 4 â&#x20AC;&#x201C; 5 years MATERIALS: - Tray - Paper and pencil, for presentation 1 i.e.: march, jump, run, hop - Red cards, about 20cmx8cm, for presentation 2 o Print an action word that the child can readily understand/read PRESENTATION 1: 1. Have the child bring over the material to the table or floor. 2. Tell the child that you are going to write a word and the word is going to be something you can do. 3. Have the child read the word out loud. 4. Then have the child get up and do the action. 5. If the word you wrote was jump, have the child get up and jump. 6. Continue to write several words and have the child act them out. PRESENTATION 2: 1. Bring forward the basket of pink cards. 2. Choose one of the cards and have the child read it and then do the action. 3. Continue for all of the pink cards. 4. Some words the child will be able to do or they can act it out. 5. At a later time, the child can invite two friends who have already done this activity. 6. Have one child choose one of the cards and read it silently and turn it over. 7. Then have the child act it out and have the other children guess what she was doing. 8. Turn the card back over to check the word. 9. Allow each child to have a turn. DIRECT AIM: - Reading practice â&#x20AC;&#x201C; child translates into action what he reads. INDIRECT AIM: - Sensorial experience of verbs/action words CONTROL OF ERROR: - Teacher POINT OF INTEREST: - Movement - Reading the cards EXTENSIONS: - The child can write each of the action words and then make a booklet - The children can play this last game together whenever they would like. 93 Dustin Kosek

- Children can make up their own action words, write them and act them out. - Teacher can write small sentences including action words to have the children read small sentences with actions.

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

94 Dustin Kosek

ENVIRONMENT WORDS AGE: 4- 6 years PREPARATION: - Introduction to sounds of letters MATERIALS: - Floor mat - Basket of small box of cards labeled with words from the environment o I.e.- ‘snack table’, ‘bathroom’, ‘sink’, ‘language shelf’, ‘playground’, etc. PRESENTATION: 1. Invite a few children to learn some new environment words. 2. Bring the basket of words to the mat and read the words out loud ‘ slowly and distinctly. 2. Give each child a word as you read it. 3. Invite child to take word to the place it describes and leave it there. 4. Ask another child to get the environment word card and bring it back. 4. Return the activity to the shelf. 5. Encourage repetition. DIRECT AIM: - Vocabulary expansion - Increase the number of sight words the child is able to read INDIRECT AIM: - Preparation for writing and reading - Anchoring learning in movement CONTROL OF ERROR: - Teacher POINTS OF INTEREST: - Reading big words - Traveling to the place - Working in a group VOCABULARY: Various environment words, cards, location. EXTENSIONS: - Make a set of environment words for places that the children go often o A repeating field trip o Separate playground or lunch area - Invite the children to make some environment word cards for their home 95 Dustin Kosek

Invite the children to draw pictures of their environment and label the things in it. Make a book.

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

96 Dustin Kosek

SECRET BOXES “AKA” Mystery Box AGES: 4 years and up MATERIALS: -Mystery Box -Name Cards with 3 letter words children are already familiar with PREPARATION FOR THE EXERCISE: - Invite group of children to join you in an activity called the Mystery Box PRESENTATION OF THE EXERCISE: 1. Reach into the Mystery Box. 2. Take out a name card. 3. Read name card to yourself. 4. Show name card to child. 5. Ask the child “Can you read what the card says?” 6. If the child has difficulty, assist with reading the word by spelling the word out. 7. Set aside name card. 8. Repeat steps 1-6. DIRECT AIM: -Developing child’s ability to read -Developing letter recognition -Developing letter sound recognition INDIRECT AIM: -Encourage child’s curiosity to learn CONTROL OF ERROR: -Teacher POINTS OF INTEREST: -The game itself VOCABULARY: -Various familiar 3 letter words EXTENSIONS/VARIATIONS: -Increase level of difficulty as child excels by: - Using a wider range of 3 letter words. - Using longer lettered words.

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

98 Dustin Kosek

PINK SERIES LONG WORDS LISTS AGE: 4-1/2 to 6 years MATERIALS: - Long word lists consisting of 8 to 10 simple short vowel words, printed on a piece of pink cardboard -The words for this series will follow the C-V-C format - Marker for the child to indicate which word they are reading (such as a clothespin) PRESENTATION: 1. Invite the child to “Read some words with you” 2. The child can use the list to practice reading words. 3. As the child is more comfortable invite the child to read the words to you or a friend. 4. When the child is done remind them that they can now read these words whenever they want to. 5. Return activity and mat. DIRECT AIM: - To provide practice in forming words INDIRECT AIMS: - Preparation for higher writing, reading, spelling CONTROL OF ERROR: - The teacher - The child/ren POINTS OF INTEREST: - Long word lists VOCABULARY: - Word lists VARIATIONS/EXTENSIONS: 1. Secret boxes 2. Pictures with sentences 3. Small sentence booklets or sentence cards 4. The child may wish to write them on the board, on paper, or in his notebook. 5. Sentence building

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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Early Reading

As children continue to develop their phonological and phonemic awareness they begin to learn more advanced rules of reading. The â&#x20AC;&#x153;Blue Seriesâ&#x20AC;? of the language arts curriculum introduces children to consonant blends and digraphs. The complexities of the English language are revealed when children are taught rules for different patterns of letters. When children reach this point they are prepared to succeed. As children pass from emergent reading to early reading they are able to use the strategies developed throughout the language curriculum to help them understand the multifaceted nature of language. Montessori (1967) also made a distinction between reading words and recognizing the associations of symbols and actually reading. When a child is working on early reading exercises part of the task is to aide the children in gaining knowledge from what they read. Putting a sentence together to understand what that means is the passage to actually reading. This passage to reading unlocks a key for children to succeed in life. The ability to read gives anyone the ability to collect knowledge and exercise their higher thinking skills to interpret what they are reading.

Reference: Montessori, Maria (1967). The discovery of the child. New York: Ballantine Books.

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SILENT ‘E’ Beginning long vowel sounds AGE: 5 and above MATERIALS: Several folded papers with three letter words such as fin, win, tap, far, etc. (words that will remain words when e is added at the end. See example for how to fold paper. A clear plastic letter “e” for the moveable alphabet PRESENTATION: 1. Invite child to learn activity 2. Get out a slip of paper upon which a three letter short vowel word is written 3. Have child pronounce it. 4. Say, “We add the bossy “e” to the end of a word it makes the vowel before it say it’s name and it doesn’t say anything. It is a silent e”. 5. Fold the paper over to show the e and make the word a four letter, silent e pattern word. Say the word. 6. The bossy silent e makes the vowel say its name. 7. Point to the vowel immediately following the first consonant and pronounce the word. 8. Go over three or four of the words with the child. 9. Invite the child to try the activity by himself. 10. Point out the silent e in the moveable alphabet. DIRECT AIM: To teach the rule about silent e and how it changes words. INDIRECT AIM: Development of confidence and independence Preparation for further reading and writing CONTROL OF ERROR: The structure of the material and in the teacher. Once the child has the pattern, the control of error would be in the material. POINT OF INTEREST: Learning long words The folding of the paper VOCABULARY: The words on the cards Silent e EXTENSIONS: 102 Dustin Kosek

1. Cards with three letter words and a floating e attached to the card. The child moves the e down each word to change it. 2. Booklets __a__e __e__e __i__e __o__e __u__ This could be on the outside and words fitting the pattern would be on the inside. 3. Lists: Use word families as the basis for your lists. You could have a picture at the top as a cue. 4. Readers (primers) The long vowel series Hawaii Preschool Content Standards: DOMAIN III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACY Standard 6: Show interest in writing. Hawaii Content and Performance Standards: Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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ALPHABETIZING AGE: 3-6 years MATERIALS: 1. The moveable alphabet 2. A large mat 3. A long beige cloth PREPARATION: 3. Invite a selective group who are successfully blending short vowels with consonant to join you 4. Use some short oral game to review their concept of rhyming words. PRESENTATION: 1. Ask child, “Can you put out all of the letters in alphabetical order?” 2. Ask child if he knows the names of the letters. 5. Sing the song and point to each letter as you say its name. 6. Ask child to name each letter in turn. 7. Pull down any letter the child doesn’t know. 8. Teach those with a three Period Lesson. During the 2nd Period, be sure to put the letters back into the main alphabet. When the child has been taught all the letters, he should be able to say all the letters in the alphabet in order. DIRECT AIM: 1. To heighten awareness of shapes of letters 2. To heighten awareness of position of letters on the line 3. To be sure child knows the letter name 4. To be sure child knows how to order letters alphabetically INDIRECT AIM: 1. Preparation for oral and written expression CONTROL OF ERROR: 1. The teacher EXTENSION: -The child can write the alphabet in their journal or make an “Alphabet book”

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

MINIATURE ENVIRONMENT AGE: 4-8 years old MATERIALS: - Miniature environment o Farm House with animals 105 Dustin Kosek

Color coded labels to match the miniature environment o Nouns – black o Adverb - orange o Adjectives – dk. blue o A, the – light blue o Conjunctions – pink o Verbs – red o Preposition - green

PRESENTATION 1 (nouns): - Invite the child to help set up the miniature environment - Ask child to help match the noun cards to the animals - After a few times of helping him/her with the noun cards, ask child “Can you read this word?” and let him/her place it next to that animal. - Continue reading an placing the labels until all names are done. - Tell the child, “We used all the naming words. They are called nouns: person, place or thing. PRESENTATION 2 (article): -

Continuation from presentation 1 Choose an animal or object that has many - Ask the child, “Please give me a cow (use a instead of the).” - Place the “a” above the noun - Continue to label all animal or object that has many with a - Choose an animal or object that only has one - Ask the child, “Please give me the rooster.” - Place “the” above the noun - Continue to label all animal or object that only has one with the Note: ‘The’ is used for a definite noun (only one). ‘A’ or ‘an’ is used to describe an indefinite article. PRESENTATION 3 (adjectives): -

Continuation from presentation 2 Tell the child “If you want to make our writing interesting, we can add adjectives.” Tell the child one way to describe the rooster is “the loud rooster” Continue to label the animals and objects with the adjectives, placing them between the article and noun Tell the child that adjectives are words that describe the nouns

PRESENTATION 4 (conjunctions): -

Continuation from presentation 3 106

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Choose several animals Ask the child “Can you find a label that says the loud rooster, a funny cow.” Tell the child, “Suppose we wanted to write about these, I need a joining word to write a story about these.” The joining word is “and” Tell the child, “And is a joining word that joins two things together. A joining word is called a conjunction.” Ask the child to help you join a few other words together

PRESENTATION 5 (prepositions): -

Continuation from presentation 4 Use the labels from the noun words, take a small and big animal Tell the child “I’m going to move the cow around and let’s find some words that fit.” Tell the child, “Now we have a word that says, the cow is on the fence.” Ask the child to read this Do more examples until the child understand the concept Use the conjunction words also with preposition words Let the child make sentences themselves Tell the child, “The relationship between things are set off by prepositions. Relationship words are called preposition.

PRESENTATION 6 (verbs): -

Take the animals out Ask the child “Can you tell me what the cow is doing?” Give examples of verbs. Have the child place all the labels next to the animals. Tell the child, “An action word is called a verb.” Continue adding verbs

PRESENTATION 7 (adverbs): -

List some adverbs Tell the child, “We call those adverbs. They change the verb, or modify the verb.” Have the child place the labels next to the objects.

PRESENTATION 8 (pronouns): -

Take out a few objects or animals Build a few sentences, and show the child that a pronoun can replace the noun 107

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Tell the child, “Words that replace the noun or noun phrase are called pronouns.”

DIRECT AIM: To teach parts of speech INDIRECT AIM: Preparation for further work with grammar CONTROL OF ERROR: Color coded labels POINTS OF INTEREST: Work with little objects and learning parts of speech VOCABULARY: Object names and parts of speech VARIATIONS: - Different environment (ocean, home, school…) - Poems and stories

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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BLUE SERIES PICTURE CARDS AGE: 4 ½ - 6 years PREPARATION: - Introduction to the sandpaper letters and the sounds of letters. - Introduction to blending sounds. MATERIALS: - Floor mat - Small booklet or set of cards with a picture to represent a word with a blended sound o Maximum of 6 cards per sound o Photos are easily identifiable - Each set of letters should have a book or envelope with the blend printed on the cover page PRESENTATION: 1. Incite interest and invite the child for a lesson with “big words”. 2. Bring the booklet/cards to a mat. 3. Show the first card in isolation and say, “This begins with the sound / /”. 4. Say the name of the object in the picture. 5. Say the sound again to reinforce the blend of the sounds. 6. Continue in the same manner for the other pictures in the booklet/set. 7. Return to the shelf. 8. Encourage repetition. DIRECT AIM: - Development of sound and symbol association for blended letters - Learn that some sounds blend together to make a new sound INDIRECT AIM: - Preparation for writing and reading - Vocabulary expansion CONTROL OF ERROR: - Teacher POINTS OF INTEREST: - The pictures - The booklets VOCABULARY: - All the words associated with the picture cards. Cards, ringed, booklets, envelope, trace. 110 Dustin Kosek

EXTENSIONS: - The child can make their own booklets by drawing words, which start with blends.

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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BLUE SERIES WORD CARDS AGES: 4 ½- 6 years PREPARATION: - Introduction to the pink series and introduction to consonant blending sounds. MATERIALS: - Floor mat - Small booklet with blended letters words (see “The Handy Dandy Guide to Teaching Reading”) PRESENTATION OF THE EXERCISE: 1. Incite interest and invite the child to work with “big words”. 2. Hold the word cards in your hand and introduce one at a time. 3. Say the blend “cl” and then say the word, “clock”. 4. Place the card near the top left corner of the mat. 5. Continue introducing the words to the child one at a time. 6. Continue placing the words from top to bottom and left to right on the mat. 7. After all the words are introduced, point to each word and review the words one by one. 8. Ask the child if they can read the words. 9. Replace the activity on the shelf and encourage repetition. DIRECT AIM: - Learning new words - Learning blended sounds INDIRECT AIM: - Preparation for advance reading CONTROL OF ERROR: - The teacher POINTS OF INTEREST: - Big words/Blends VOCABULARY: - Words on cards EXTENSIONS/VARIATIONS: - Blue series beginning blend set (dr) ___ um - Blue series ending blend set Fi_______ (sh)

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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BLUE SERIES SECRET WORDS AGE: 5 to 7 years old MATERIALS: - Mystery box or bag containing short vowel words having consonant blends or other double consonants printed on pastel colored paper, folded PRESENTATION: 1. Reach into the Mystery Box. 2. Take out a word card. 3. Read the card to yourself. 4. Show word card to child. 5. Ask the child â&#x20AC;&#x153;Can you read what the card says?â&#x20AC;? 6. If the child has difficulty, assist with reading the word by spelling the word out. 7. Set aside word card. (If in a small group the child who reads the card can keep it during the game). 8. Repeat steps 1-6. DIRECT AIMS: - To provide practice in reading short vowel words having consonant blends or other double consonants INDIRECT AIMS: - Preparation for reading, spelling, writing CONTROL OF ERROR: - The teacher - The child/ren POINTS OF INTEREST: - The mystery - The long words VOCABULARY: All of the various short vowel words used, blends, new sounds VARIATIONS/EXTENSIONS: 1. Sentence building 2. Memory Game: a. Each child in the group chooses a paper, reads his word silently and folds the paper. The children then take turns saying their words and checking the papers for accurate memory. b. Have a duplicate set of words on cards placed on a table or rug at some distance. Each child chooses a paper, reads the word silently, 114 Dustin Kosek

folds the paper and goes to get the corresponding word card. The children then take turns reading their words. c. Each child chooses a paper, reads his word, folds the paper and reproduces the word with the movable alphabet or on the chalkboard. The words are then checked for accuracy of spelling, using the papers as a control.

Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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BLUE SERIES PHONOGRAM CARDS AGE: 4 1/2 to 6 years MATERIALS: Floor mat Set of cards with a phonogram on each – such as oa, ow, oe, oi, and oo. A variety of words containing each phonogram, and a photographic example (picture of a boat for “oa” card) A book or envelope for each set of cards PRESENTATION: 1. Invite the child to a lesson. 2. Bring the cards to a mat. 3. Show the first card in isolation and say, “This begins/ends with the sound _” 4. Say the name of the object in the picture. 5. Say the sound again to reinforce the blend of the sounds. 6. Continue in the same manner for the other pictures in the set. 7. Return materials to the shelf. DIRECT AIM: Development of articulating speech sounds INDIRECT AIM: Preparation for reading and writing Vocabulary expansion CONTROL OF ERROR: Teacher POINTS OF INTEREST: The pictures The cards The list of words VOCABULARY: The words associated with the pictures EXTENSIONS: Children can make their own cards associated with a new phonogram

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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BLUE SERIES LONG WORD LISTS AGE: 4 ½ to 6 years MATERIALS: - Mat - List of 6 or 7 words that begin with a blend. More than one word can be written on a card to make a short list of 6 or 7 words. List of Diagraphs can be made the same way. PRESENTATION: 1. Invite the child to work with some “big word with you. 2. Say these are the Blue Series Long Word Card lists 3. Read each word together 4. Ask the child if they would like to write the words in their Language Arts book. 5. Return Long Word Cards back to shelf. DIRECT AIMS: 1. To reinforce blends and digraphs 2. Familiarizing child with word list INDIRECT AIMS: Preparation for reading writing and spelling POINTS OF INTEREST: 1. The Blue Series Long Word List 2. Ribbon connecting The Blue Series Long Word Cards CONTROL OF ERROR: Teacher VOCABULARY: The Blue Series Long Word Cards To learn new vocabulary EXTENSIONS/VARIATIONS: 1. When the child knows the simple blends add more difficult ones ( str, spr, scr, and spl ) 2. Have children write the words in their Language Arts book 3. Ask the child to tell the blend that is heard

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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BLUE SERIES SMALL SENTENCE BOOKLET AGE: 4 – 6 years old MATERIALS: - Tray for materials - Paper and pencil for presentation 1 - Blue strips of paper with 3 – 4 word sentence written on them for presentation 2 PRESENTATION 1: 1. Invite the child 2. Have the child bring over the tray with paper and pencil 3. Tell child that you are going to write a sentence for him/her to read 4. Write a sentence that has 3 – 4 words on it, i.e.: The dog barked. 5. Have the child read the sentence out loud. 6. Ask the child if he/she would like to read another sentence PRESENTATION 2: 1. Invite the child 2. Have the child bring over the tray with blue strip sentences already made 3. Invite the child to read the sentences to you or his/her friends DIRECT AIM: To be able to read a sentence INDIRECT AIM: The joy of reading CONTROL OF ERROR: Teacher POINT OF INTEREST: Reading books EXTENSIONS: Use adjectives in the sentence and have the child act it out.

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Topic Benchmark LA.K.1.1 Sample Performance Assessment (SPA)

Rubric Advanced Consistently recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Proficient Usually recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

Novice Rarely recognize that spoken words correspond to printed words, how letters and words are oriented on the page, and that words are read from left-toright across the page

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