MONTESSORI TEACHER ALBUMS – Children’s House (3-6) – Sound Games
To make the child aware of the sounds used in speech and of their order
Preparation for writing and reading
2 1/2 – 3 1/2 years
– Objects in the environment
– A collection of small objects on a tray
– These games should begin soon after the child has arrived in the class.
– If the occasion arises, you can do these games several times in one day. And remember to do these games on consecutive days.
– Don’t expect every child to understand during the first experience.
– These games have a progression to them, do not move on to the next stage until the child is ready to do so.
– Total preparation takes several months, and for some children, it may even take a year.
– These games can be done in small groups or with the entire class.
– When beginning the game with some of the younger students, it may be helpful to use small objects. Later, remove the objects so that these games become a mental piece of work.
– Most importantly, before beginning these games, it is essential to make sure the child already knows the word.
– A mat or table to work on
– A few familiar items or a group of objects
- Introduction with a few examples of familiar items (a classified group such as children’s names, body parts, jewelry, clothing, etc…)
- A few items on a tray or in a basket with the same game, such as animals from the farm.
- Continue in the same way, adding more objects as the children are ready to increase difficulty.
- A group of objects on a shelf or specific place, for example the hand-washing set.
- Conversationally introduce the sound game to a few children.
- Introduce three contrasting sounds, such as the words Pig, Cow, and Dog.
- Give the names of each by exaggerating the beginning sound of each word.
- After each one, have the children repeat the name with you.
- Do not rush. Repeat these sounds as often as needed.
- Notice how the mouth is formed or what shapes the mouth takes when articulating the first sound. For example, when saying the word pig, your lips start off closed and then to make the sound, they let out a little puff of air. You may want to place your hand in front of your mouth to feel this puff of air come out.
- Once the children seem to understand the first sound, or are able to hear these first sounds, the “game” part can begin.
- For example: “Can someone tell me what animal starts with the sound P?” The answer should be “pig”.
- Continue in this way for a while. If the child seems confused or does not understand, make a note of it and come back to it at a latter time.
- This game is to establish the understanding of the position of sounds.
- Some children might have an easier time with this game than with the first game.
- Sometimes it’s helpful to use examples with the same last sounds. (Such as bend, stand, nod, etc…)
- Continue as before, adding objects.
- Use objects of the shelf or in a set.
- Look at what ending sounds have quick sounds such as “hope” or “dog”; and what sounds last a long time such as “happy”.
Same as in Presentation 1 but concentrating on the last sound.
- Sometimes it is helpful to use words with the same first and last sounds such as pin, pen, where only the middle sound changes.
- You can also use a row of children to represent the sounds. For example in the word “pen”, have three children stand in a row, the first child represents the “p” sound, the middle child represents the “e” sound and the last child represents the “n” sound.
- Start with only a three sound word so that there is only one middle sound.
Same as in Presentation 1 but concentrating on the middle sound.
- This can be done informally during any moment of the day.
- This can be called “slow motion talk”
- For example, you can ask a child to bring over the “B – o – x” by articulating each sound separately. Another example would be having the child bring you the “F – l – a – g”.
There is no formal presentation because this is done informally throughout the day.
- This game is to get the child to the mental thinking level.
- In this game, the child is given a sound in a designated position and later, in any position.
- Have the children think of words beginning with a sound, for example “M”. Such as: mommy, Monday, maple, Margaret, etc…
- Have children think of words with a sound in it, for example “M”. Such as: some, game, emerald, music, etc…
- These games are the foundation for work with the Sandpaper Letters and the Moveable Alphabet.
- This game asks the child if they can hear every sinlge sound in a word.
Example: Ask the child to sound out the word “Pen” but concentrating on every sound. Then move up levels to words such as “crayon” and then, for fun, “abracadabra”.