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dawn2006
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| Posted: Jan 22 2008 at 1:27pm | IP Logged
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I mean in terms of tracing them properly. And how do you correct your child, if they're tracing wrong, w/o discouraging them?
Also, how is it that they can remember the sounds w/o any pictorial clue? I've read about the 3-period lesson but maybe I don't trust the idea of it?? It seems that w/o a picture to jog the memory for the phonics sound that there would be no context for learning the sound. TIA.
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Dawn Farias | wife to Ariel | mom to Gabriel 9, Daniel 7, Elizabeth 5, and Michael 3 | blogger at Be Absorbed | native Texan but currently living near Seattle
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montessori_lori
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| Posted: Jan 22 2008 at 1:50pm | IP Logged
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Hi, Dawn! The control of error for tracing the letters properly is the adult. Here's what I recommend:
1. Show the child how to trace the letter correctly by tracing it yourself
2. Let them trace it, showing them where to start
3. If they do it incorrectly, make a quick decision. Is this the kind of child that will be okay if you show them the correct way again right now? Or is it better to wait until another time, when you again show them how to do it by doing it yourself? Choose one.
The 3-period lesson is for teaching nomenclature ("names" or "words"). In other words, "triangle" (by pointing at a triangle) or "hammer" (by pointing at a picture of a hammer). It's not used for things like sandpaper letters where you are showing the child how to do something.
Each material has a specific purpose. The sandpaper letters are primarily for the sense of touch, to develop the correct way of forming the letters. The sound is said in addition to tracing so that the child makes the association between the sound and the formation.
Learning about sounds (like "cup" starts with "c") is a completely different skill. The child should be doing work with the sandpaper letters and work with pictures/objects and sounds, but don't mix the purpose of each.
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dawn2006
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| Posted: Jan 22 2008 at 2:00pm | IP Logged
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OH! Thank you for such perfect information!! It clears up a lot for me. And I'm glad to know that I can make a choice between correcting now or later. I'm always afraid that if I don't address the situation correctly right now that the world will come to an end.. or something like that. 
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Dawn Farias | wife to Ariel | mom to Gabriel 9, Daniel 7, Elizabeth 5, and Michael 3 | blogger at Be Absorbed | native Texan but currently living near Seattle
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montessori_lori
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| Posted: Jan 22 2008 at 3:56pm | IP Logged
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So glad to help! In very strict, traditional Montessori, you never correct the child in 3-6. You simply note that they did the work incorrectly, and then re-present it at a later time.
Some may not agree with that approach, but it can work well, depending on the child and the kind of work they're doing.
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CatholicMommy
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| Posted: Feb 16 2008 at 3:13pm | IP Logged
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Some additional notes on the sandpaper letters:
When tracing each letter, say its sound "at the point the letter has become characteristically THAT leter" (usually towards the end).
You can indeed have a 3 period lesson with the sandpaper letters. You would pull out 3 of that the child does not yet know or is still in the process of learning. Say each one's name (first period). In the second period (the command period) you would ask the child to perform actions with the individual sounds - move (m) to the top of the table, trace (a), etc. - do lots of tracing in the second period (tracing the letter includes saying its sound at the proper time as well). The third period, you just ask for the sound (the child traces and gives the sound).
This encourages LOTS of tracing. The idea being the child will attach the sound to its shape (and vice versa) rather than to an object that has many different sounds in it. (there are other activities that help to analyze all the sounds in the word)
Hope I'm not stepping on any toes here - just thought I'd share.
:)
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montessori_lori
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| Posted: Feb 16 2008 at 4:55pm | IP Logged
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No toes stepped! I am, after all, an expert in elementary, not preschool =)
When I did work in 3-6, we generally started with the tracing right away, since they practically beg to be touched. I don't know if I would bother showing them if they weren't going to be traced, since the aim of the work is to teach the sound and the shape together. But with some kids, that approach might work.
While you give three steps for using them, they don't follow the exact steps of the 3-period lesson, so I'm not sure I'd call it that. That's just me!
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CatholicMommy
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| Posted: March 08 2008 at 4:31pm | IP Logged
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montessori_lori wrote:
| While you give three steps for using them, they don't follow the exact steps of the 3-period lesson, so I'm not sure I'd call it that. That's just me! |
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I'm curious how you organize the steps for a couple of reasons. First because in Catechesis of the Good Shepherd training I received one impression of the 3pl - second that in several Montessori sources I studied while doing family daycare/preschool and tutoring, I received a slightly different impression of the 3pl, and NOW in Montessori training, I have received a slightly different impression all over again. Most parts are compatible, but some pieces don't seem to fit together, but studying the history in greater depth, it would seem that what I've most recently received is most historically accurate (though all three methods seem to work!): experience with the material without language then 1) the adult gives the information (ie tracing and sound) - 2) the adult gives commands and the child demonstrates his knowledge of the language at hand by responding to the name - 3) the adult asks for the name of the object - all in a game-like format, and seemingly more compact (over the course of minutes or days versus the other two methods I used previously that were spread out over the course of weeks, sometimes months).
I'm curious what your take is on it, because I'm still working on reconciling all that I've read/experienced on it.
:)
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CatholicMommy
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| Posted: March 08 2008 at 4:43pm | IP Logged
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To better answer the initial question, now I've had more time to think about it: when we don't give a pictorial clue, the child is truly putting the sound together with the shape of the letter, not using a crutch that may (or may not!) become a problem later.
I would simply re-present on another day how to trace the letters - as part of a game ("we'll take turns tracing because I want to do it too") - so that the child doesn't feel like he's being corrected. Or it's possible, the child will suddenly get it right, realizing that there is a smoother way to trace the letter than he's been doing (my own son is a perfect example of this occurence!).
Hope that helps some.
:)
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Topic: How are SP letters self-correcting?
