Salt in the Sensory Table

In December I introduced the sand tray....the next day I removed it from the shelf. Sand on a shallow tray with 10 toddlers? What was I thinking?

In January I introduced the corn meal tray...hoping for better results....this new work became more about getting to use the super cool carpet-sweeper than the corn meal tray itself, and when the corn meal was gone, so too was the tray.

I decided perhaps this work could wait until Spring.

Any-who, I reintroduced the concept today by putting just a little bit of salt in our sensory table. Just enough to practice letter formation. We've been using our sand paper letters all year; I began today's lesson by passing the letter "O" around our circle, then demonstrating how to make the letter in salt (using a small red tray with salt) I then lead the children to the sensory table, and dramatically removed the cover for the big reveal: Salt in the sensory table! "oo"s and "ah"s followed and many little hands began making circles in the salt.



I will share that, also within moments, the plug had been removed and salt poured onto the floor beneath. After MUCH sweeping, more salt writing took place. Moments later salt was being sprinkled into other people's hair by one over excited fellow and one child (yes, my child) even ATE the salt.

Good times.

But, all in all, I think the majority enjoyed the idea and I will present it again tomorrow also. I love when I can find a way to link toddlers to traditional Montessori materials.

As always, thanks for reading.
PS: I the photos you may have noticed that there are Q-tips in the salt table. This is because sometimes children prefer to 'make their mark' without using their hands, so the Q-tips work like a writing utensil. *If you have a sensory sensitive child in your home or classroom giving them a tool to avoid touching the undesirable material; can often be helpful.
PEACE
Jennifer

Five Green & Speckled Frogs

A language extension appropriate for the Toddlers on up, any child who likes to sing and count! Below are the lyrics to the popular Raffi song. I bought the frogs at ACMOORE and sewed the pool and log from felt and fabric I had. The kiddos LOVE this work, it is chosen every day.



Five Green & Speckled Frogs
(Hold five fingers (frogs) on top of your other arm (log)
Sat on a bumpy log
Eating the most delicious bugs. Yum! Yum!
One jumped into the pool (jump a finger off the log into the pool)
Where it was nice and cool
Now there are Four green speckled frogs (Hold up four fingers)
(Fold arms and say in a deep voice:) Glug, Glug

Four Green & Speckled Frogs
Sat on a bumpy log
Eating the most delicious bugs. Yum! Yum!
One jumped into the pool
Where it was nice and cool
Now there are Three green speckled frogs
(Fold arms and say in a deep voice:) Glug, Glug

Three Green & Speckled frogs
Sat on a bumpy log
Eating the most delicious bugs. Yum! Yum!
One jumped into the pool
Where it was nice and cool
Now there are Two green speckled frogs
(Fold arms and say in a deep voice:) Glug, Glug

Two Green & speckled frogs
Sat on a bumpy log
Eating the most delicious bugs. Yum! Yum!
One jumped into the pool
Where it was nice and cool
Now there is one green speckled frog
(Fold arms and say in a deep voice:) Glug, Glug

One Green & speckled frog
Sat on a bumpy log
Eating the most delicious bugs. Yum! Yum!
It jumped into the pool
Where it was nice and cool
Now there is no more speckled frogs
(Fold arms and say in a deep voice:) Glug, Glug

For more fun with frogs visit this website.

Happy Croaking!
~~MM

I Went Walking (a story basket)

Using the board book: I Went Walking by Sue Williams, I created this story extension for the toddler language shelf; I didn't intend for it to be used right there on the shelf but so be it. The kiddos really enjoy this book, much like Eric Carle's Brown Bear, Brown Bear. They like to hear it read again and again and are very knowledgeable about the order in which the animals appear. It was a fun and easy language work for me to pull together (once I found the animals). I happened to find the animals needed at our local toy store, but you could draw or color copy the illustrations, laminate them and use those too. Happy crafting.
So far my holiday creations have been limited to felt wreaths and birds...I will post photos soon. What are you making?
PEACE to all,
Happy Thanksgiving!
Montessori Mama

Take Care

Here Little One cares for our solo classroom plant. (Before his arm mis-hap) The spray bottle is a favorite of his. A green thumb I am NOT; but having more than one plant to care for is desired...so I'm wondering, what types of plants do you have in your classroom/home that your children care for?

Another question:
Does anyone use a beginner reader series they would recommend?

THANKS!!!!!
On another topic, many thanks for all the emails and comments I received from folks lately! Sharing your stories of homesickness with me and sending me words of comfort, helped me remember I'm not alone. Thank you for your kindness.
PEACE
~MM
PS: I STILL CAN'T FIND MY CAMERA!!!

I Went Walking (a story basket)

Using the board book: I Went Walking by Sue Williams, I created this story extension for the toddler language shelf; I didn't intend for it to be used right there on the shelf but so be it. The kiddos really enjoy this book, much like Eric Carle's Brown Bear, Brown Bear. They like to hear it read again and again and are very knowledgeable about the order in which the animals appear. It was a fun and easy language work for me to pull together (once I found the animals). I happened to find the animals needed at our local toy store, but you could draw or color copy the illustrations, laminate them and use those too. Happy crafting.
So far my holiday creations have been limited to felt wreaths and birds...I will post photos soon. What are you making?
PEACE to all,
Happy Thanksgiving!
Montessori Mama

On the Toddler Language Shelf This Week

Here are a couple of finger plays I've made into works for the language shelf. 5 Little Monkeys and 5 Little Pumpkins. I suppose these could be on the math shelf also, but they've found themselves here. The toddlers are enjoying them and honestly so am I. It is lots of fun to share a familiar poem at circle and then again during the work session. What I enjoy most is when a pair of friends choose these and play them out with one another.
The reason for the extra large pumpkin in the bowl with the other small craft pumpkins is because one of the smaller ones has gone missing. With only four pumpkins in the bowl and five in the finger play, my toddler friends came up with a solution: use a REAL pumpkin!

*Side note: I'm really frustrated with my computer these days...it takes so long to post and I have so much to share....
thank you for still reading even when I post so infrequently. I have about twenty or so drafts waiting in the wings for photos. It always amazes me how quickly Monday arrives. This weekend just wasn't long enough for all I wanted to do!
Take care,
J
PS Middle Man was cast as Mole in the Wind and the Willows (local theater production)!!! I'm so excited for him.

Today is Monday by Eric Carle

Inspired by the lovely and talented Jean over at The Artful Parent, I'm sharing another Eric Carle language extension I made long ago. Using the book Today is Monday, I reproduced the types of food eaten in the story. (I cut mine out using colored construction paper but you could make color copies of the illustrations and reduce their size) Next laminate so they will hold up with repeated use. Provide days of the week cards for the children to match the food choices with.

(*MM's notes: Looking at this old photo I'm thinking for non-readers this work could be created as a matching. Instead of leaving the lower squares empty under the days of the week, add the images of the animals in those boxes. Then the children could match the food with the animal! I think I'll have to make another one.)
For another Eric Carle language extension please visit my past post 'Lovin' Eric Carle'
In PEACE
Montessori Mama

Spirit Whisperers ~ by Chick Moorman (A review)

When I first read the following list, I will confess I was guilty of saying numbers 2 and 5 on the 10 Worst things list almost every day (to my own children not the children I work with).

Anyway, it took some retraining and practice, practice, practice. If you’ve never heard of Chick Moorman I highly recommend giving his stuff a read. His book Spirit Whispers is a favorite of mine. Although not all of the material applies to the age of the children I teach, I have often applied some of his suggestions to parenting with my three boys. I find Mr. Moorman to be inspirational and experienced; he gives helpful suggestions and seems to have a really good understanding of children and teachers.

The intention of this list to give you some tools and a gentle reminder about the language to use when working with children. Remember this is ‘Best Practice’ no-one talks like this ALL the time but we can try to.

From The Teacher Talk System

Designed by Chick Moorman
The 10 Best Things you can say to your students:

1.) Next time…

2.) Check yourself

3.) Check it out on the inside

4.) Sounds like you have a problem

5.) Choose/decide/pick

6.) Please make a “be” choice

7.) What do you attribute that to?

8.) What can we learn from this?

9.) Problem solver or a problem keeper?

10.)Describe/describe/describe

The 10 Worst Things you can say to your students:

1.) What did I just tell you?

2.) That is the third time today…

3.) Stop whining

4.) Don’t run/yell/throw/cheat/lie

5.) Knock it off

6.) Because I said so, that’s why.

7.) Tell her you’re sorry

8.) Great answer

9.) Always do your best

10.)Here is my advice…

Well there you have it! Chick’s Best and Worst list, what do you think?

I have another list I personally like better, I will share it with you soon.

I hope you are all enjoying this beautiful weather! Cornerspring is having their annual auction this weekend May 17^th 6-9pm at the Shriner’s Club in Belfast! If you are local come on by and make a bid! A copy of my book Maria Mouse will be a live auction item.

In PEACE

~MM

On the PEACE Wheel

Hello Everyone,
Mike Van a fellow Montessori teacher who I completed my training with, wrote me about an exciting project his school recently completed. I thought it would be of interest to all of you so I told him I would share it. Have you ever heard of the organization 'Free the Children'?
(I hadn't myself, until Mike sent me there). It's a wonderful organization! Wow! They do so much good for this world. Mike's school participated in recording a song called On the Peace Wheel and proceeds from the sale of their CD will go to supporting the Free the Children organization and the many children of this world that they care for. The song, On the Peace Wheel, represents the very real attainability of peace in the world. In the words of the children, “Why can’t we just share?” and “We all deserve a peaceful land.”

I am so proud to know Mike and would like to congratulate him and the children of Harbourview Montessori! I can't wait until my copy of their CD arrives. Wow! What a wonderful idea, please check it out when time allows you.
In PEACE
~~MM

Nurturing a Love of Language

Corn Meal tray & Sand Paper Letters

For success in language a child needs confidence that what she has to say is important, a desire to relate to others, real experience on which language is based, and the physical abilities necessary in reading and writing. There are several things we can do to help.
We can listen attentively and with eye contact, and speak to the child in a respectful tone. We can provide a stimulating environment, rich in sensorial experiences and in language--language is meaningless if it is not based on experience. We can set an example and model precise language in our everyday activities with the child. If we share good literature, in the form of rhymes, songs, poetry and stories we will greatly increase our children's love of language. ~~Michael Olaf

Listen ~~ Speak ~~ Model ~~ Share

Pictured here is a 3 year old boy sits exploring the corn meal tray. Together he and I had just finished taking turns tracing the sand paper letters in his name. When I introduced him to the corn meal tray, he was excited and then sat quietly for many moments feeling the corn meal and moving his fingers through it revealing the blue base of the box.
He chose this work again and again, day after day, until he was ready to move on.
I recently visited this boy's kindergarten classroom where he shared with me, what he calls "fancy writing". There on his paper were swirly cursive letters....spelling out his name.

PEACE~~MM

Metal Inset Art

My FAVORITE Montessori language material! Look at these lovely creative pictures.
Metal Insets
Dr. Montessori analyzed the movements which are connected with writing and developed the Metal Insets for directly preparing the child for handwriting. The Metal Insets (ten metal insets and frames) exercises strengthening the three finger grip and coordinate the necessary wrist movements.

When teaching on a rainy day, sitting down with this work is the fastest way to restore calmness to a restless room. To complete, they take great amounts of concentration for a three year old; (less so the older the child generally) observing the process is the charming.
[It looks like Odin created some Elephants from the circle inset].
As I'm sure you can imagine, this is a very popular activity and many, MANY beautiful pictures are created (daily). In our school we encourage the children to use both sides of the paper and to construct a book from their finished work if they like.

For a printable version of Montessori Metal Insets click here
(it's in PDF format)
Enjoy!
~~MM

Spirit Play Lesson: I Love the Earth

Spirit Play Story Lesson:
"We value our home, Earth, that we share with all living beings.
I Love You, Sun. I Love You, Moon
by Karen Pandell (adapted by Jennifer Howard)

Materials needed: Rug, place mat with shapes in another color of felt sewn on or outline drawn on; objects to represent: sun, sheep, leaf, tree, fish, dove, rock, bug, earth, stars, moon, and heart.

Jennifer's Notes:
*As the story is told, each object is placed on the corresponding shape on the outer circle. It is the story teller’s choice when telling the story to connect each object to the center heart or their own heart, before putting object down on outline. When practicing this story try it both ways and use whichever feels more comfortable to you.

*This lesson could be shared in silence using sign language only; providing it has been presented with language first.

*Wondering Questions (at the bottom) are intended to be asked but not necessarily answered.

Presentation:

(Lay out a rug, smooth out)

"Watch carefully where I go to get the lesson."

(Go to shelf and remove lesson basket.)

"Ah, here it is."

"See, this is a story about loving to valuing our planet, Earth, which we share.
In our classroom community we have three promises we make to each other about how we are going to treat each other, so that we all get along, and feel safe here."

[Optional: You could take time to review them "Be Gentle, Be Safe, Be Kind" OR you could continue, assuming everyone understand what you are referencing]

( Hold up the glass heart admire it and ask: )

"What does it make you think of? What does it mean?"

(after the children offer answers, place glass heart on top of its felt outline in the center of the circle, next pick up the glass sun touch it to center heart [or your own heart] and then place it on its outline)

"In this story, this heart means 'Love'"

"I love you, sun."

(Touch sheep to center heart and then on its outline)

"I love you, sheep."

(Touch leaf to center heart and then on its outline)

"I love you, wind, and the leaves that blow in the powerful wind."

(Touch tree to center heart and then on its outline)

"I love you, tree."

(Touch fish to center heart and then on its outline))

"I love you, fish."

(Touch dove to center heart and then on its outline)

"I love you, dove."

(Touch rock to center heart and then on its outline)

"I love you, rock."

(Touch bug to center heart and then on its outline)

"I love you, bug."

(Touch earth to center heart and then on its outline)

"I love you, earth."

(Touch stars to center heart and then on its outline)

"I love you, stars."

(Place moon in center on heart and then on its outline.)

"I love you, moon."

(Again touch each and name of the items, without picking them up, and then lastly the heart)

"I love you, ALL, and so much more, my beautiful universe.

I love you and you love me."

Wondering Questions:

I wonder how Earth loves us?

I wonder what you love on Earth?

I wonder how you can show ( rock, moon, Earth, etc.) that you love her?

I wonder how it feels to be loved?

I wonder how it feels to say “I love you”?

I wonder if the stars (earth, moon, sheep, etc.) loves the rock (sun, etc.)?

I wonder how it feels to be a part of Earth?

I wonder how we can respect all living beings?

Lovin' Leo Lionni

Another favorite children's book author/illustrator of mine is
Leo Lionni
This book, Fredrick is my favorite by him. (Apparently I have an affection for mice and cut paper illustrations?)
I also love A Color of My Own and Swimmy also by Leo Lionni
Just thought I'd share. :)
What is your favorite children's book?
~~MM

More Dr. Seuss

Yes, I LOVE Dr. Seuss so here is another language idea.
The Cat in the Hat: Story Extension
Using the words and images from this familiar story I created an Object box (2) work for the 3-6 year old classroom.
Materials needed:
box, tray or basket containing the following
phonetic objects (or in this case drawings of the objects)

• cake
• rake
• cat
• hat
• cup
  
• fish

slips of paper
a pencil
and printed labels cards to match the objects

Preparation for this work: the moveable alphabet and Object Box 1
Presentation:
Elementary movements (rug carry, bringing materials to rug etc.)
Language used by teacher:
"I'm thinking of one of these objects and I'm going to give you a clue."
teacher writes the word and draws a simple picture of the first object on the rug on a slip of paper, folds it (dramatically) and passes it to the child. The child reads the word and places the paper label next to the object on the rug.
T: "You just read the word _____"
Once all the objects have been presented and labeled, review each object and word, replacing the paper word with the label cards.
Example:
T:"This is a cat, this says 'cat'. This is a hat, this says 'hat'...." all the way down the list, hand the child the paper word as you do this step.
Next, remove one object at a time, leaving label card. When object is removed, read the label card together, continue doing this all the way down the list until on the rug is left only the label cards. Again review the label cards.
T"This says 'cat', this says 'hat'....." encourage the child(ren) to read the words with you.
again the control of error can be the book The Cat in the Hat by Dr. Seuss or without the book obviously, the teacher.
end with elementary movements.

This is a fun way to introduce rhyme and has many extensions.
Extensions:
1.) child creates word book from the slips of paper by stapling them together and writing their name on the back.
2.) child writes the paper labels.
3.) Child and teacher write each other 'notes'.
4.) making a book from metal inset sized paper of the Object box words with pictures!

Enjoy!(Again if you do not want to draw the pictures yourself, make color copies of Dr. Seuss's illustrations if not for re-sale.)
In PEACE
~~MM

Happy Belated Birthday Dr. Seuss

Dr. Seuss is a family favorite. Personally I'm a big fan of all rhyme and his illustrations are unconventional and entertaining. But you already know this...
What you may not know is March 2nd was Dr. Seuss's birthday. Usually I would be on top of this important day but due to my recent surgery I've been distracted. So here goes:
Green Eggs and Ham by Dr. Seuss (story stretcher)
I made this language work with a particular child in mind. My little friend was four years old and and also a BIG fan of Dr. Seuss.
To Make:
I drew the rhyming combinations pictures from the book and printed the appropriate labels, next I mounted them on red poster board and had them laminated. As you can see from the photo, the book is on the shelf along side the tray (and is intended to be used as self correcting guide). This work is often chosen by a pair of children and one will read the book and the other pair up the rhyming words and pictures. A non-reading child care be successful with this work also, because of the familiarity of the book. Before putting this work out on the shelf, I read the book to the group at circle time and as an extension (and for fun) I offer green eggs for a group snack. You may be surprised to know, most of the children try them! A few even loved them!
In addition because St. Patrick's Day is also in the month of May (May 17th) many of the practical life works contain green objects and the color GREEN comes up allot in conversations and art work throughout the classroom.
If drawing is not your talent, I'm sure Dr. Seuss wouldn't mind you making color copies of his characters to create this work for your home or classroom. I don't know of anything out there like this for sale. Anyway as long as you don't sell the one you create for your classroom I think it is all good. Happy rhyming!
In PEACE
~~MM

Story Stretcher: The Cat on the Mat

Expanding on a favorite children's book is a fun way to s t r e t c h the language learning fun. Here some of my friends play with the animals from the Cat on the Mat beginner reader book. This simple book with a focus on the 'at' sound is a funny story about a cat that would prefer to have the mat all to himself, but fellow animals keep joining him on it!
In the end the cat (feeling disgruntled) hisses at the other animals causing them to run away and leaving him with the mat to lay on by himself. The teachers use this story to help illustrate the importance of grace and courtesy and the 3 classroom rules:
"Be Gentle, Be Safe, Be Kind"
We ask open ended questions such as, "Do you think the cat likes sharing his mat?" (pointing out his grumpy face in the illustrations) and "How could the cat let the other animals know that he would like to have the mat to himself?" and "What would you do, if you were the cat?"
by asking the children these types of questions they become part of the problem solving process and together come up with more appropriate solutions than the angry cat chooses.


They LOVE this book and language extension work. As you can see in the photos, these children extended this work even further by beginning to build the words from the story with the movable alphabet.
~~MM

5 Little Monkeys Jumping on the Bed

Here is a well loved story stretcher for 3 to 6 year olds. Extending the 5 Little Monkey song, provide props for your children to act out the song game. The Mama monkey is a sweet finger puppet I picked up locally at Hobbledeehoy Toys in Belfast Maine, the doll bed came with another set of doll house furniture years ago, the monkeys were part of a counting set, and the book I believe was purchased at Borders Books (again years ago).

If finding the items is a challenge you could also extend this story into an activity, using cut-outs or drawings, felt monkeys...use your creative imagination.
In the Montessori classroom this activity could be found in either the language area OR the Math area. The children enjoy making the monkeys jump on the bed and subtracting one each time. This is a nice two person work, one friend being the little monkeys, another being the Mama monkey, and then they can switch and do it again.

Enjoy and have fun!
~~MM

More ABC materials

My little one enjoyed his home made ABC book so much that when I found this charming Alphabet book (while thrift shopping) I decided to pair the items pictured with manipulatives my guy could play with. Most of the items I found around the house! He enjoys matching up the toys with the pictures and although he is working toward speaking words still; I know he is gaining so much from working with this material.

This work could easily be created by using an alphabet strip or the movable alphabet; and for an older child I would probably do that but for my son, (who is 20 months now!) finding two objects that match two pages of this book, makes this an activity that he can be successful at rather than a daunting task he doesn't have the attention span for yet.

And I've observed him with this material, interesting he doesn't choose to 'find' the same two objects every time; he usually chooses the object first from the basket and then finds them in the pages of the book. When he uses this solo he finds maybe four or five objects and then moves on, when we read the book together he wants ME to find ALL of the items to match the pictures before moving on. I like to do this with him, knowing he is getting to see, touch and hear the letter sounds.

Most of us have an ABC book (or two) if finding matching objects to all the photos/drawings is too difficult a task, modify this activity by finding items around the home or classroom that begin with the letter sounds.
Most of all have fun and enjoy your time with your child(ren).
In PEACE
~~MM

B is for Book

For Christmas I made this A B C book for my little one. Friends and family suggested I share it with all of you. It was lots of fun to pull together, it took a bit of thought and planning to find items for each letter. Much like scrap-booking I chose photos I thought would work well together and things I didn't have pictures of I photographed.

Toddlers are always making connections between familiar objects and people. Even though Peek-a-Boo is still a favorite game by the time they have reached 18 months they have a well established understanding of object permanence. What is gone, is no longer forgotten. For example the letter 'P' is for Papa Joe, my Dad, who unfortunately my little guy doesn't get to see very often. Except now he will see a photo of him every time we read this book. My hope is that through photos and stories and phone calls my son will remember his grandpa between visits.

The cow is my son's current favorite animal, the stuffed version being a favorite toy. Because I am a Montessorian I felt compelled to present both his toy and a photo of a real cow. Crayons are used daily around here a house hold staple for sure; and lastly wearing his big brother's crown is a favorite dress up. Using photos of your child(ren) will also attract them to this one of a kind book.

Once upon a time I ran a child care program and we made an A B C book using the children's names and classroom surroundings, almost every year. This is a wonderful group project, introduced at circle you'll have children coming in every day presenting you with objects that represent the letters. It includes everyone and familiarizes beginner readers with the alphabet.

Have fun!
In PEACE ~~MM