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- Objects in the environment: individual items, sets, and Sensorial Materials for attributes in the three degrees. Printed tickets naming some of these objects kept in boxes or smaller cabinet of drawers. Tickets are in classified groups.
- Collection of pictures dealing with the social environment, e.g. the village, the city, the farm, transport, farm, animals, etc… There are two sets of each, one with loose name slips and the other with the name attached. Each set is in its own container. Loose names slips are kept with labeled pictures.
- Collations of pictures dealing with geographical, geometrical, biological and scientific terms. Again, two sets, one with the name attached and one with loose name slips. Some sets will have additional materials described below:
- Definition booklet for each classification, with a picture on the left page and a definition of the right page. Word defined in printed in red.
- Three envelops or boxes for each classification, containing:
- Definitions complete with word defined in red.
- Definition complete, but the word defined in red is cut out separately.
- Definition complete, but cut into separate phrases. The word defined in red is also separated. The word defined in red is also separated. Mark the envelopes or boxes in some way, e.g. “Bird Definition 1”, Bird Definition 2”, “Bird Definition 3”.
- The first drawer with words for the environment.
- Introduce the cabinet of cards to the child.
- Show the child the first drawer to use and have the child bring it to the table.
- Take out the cards and place one in front of the child. (Start with three letter words working your way to longer words.)
- Have the child sound out the word.
- Have the child say where the word is in the room. For example if the word is “fabric” have the child mention the Sensorial Material work with the different fabrics.
- Have the child go and place the card on the object in the room.
- Repeat in this way for the other cards.
- Once all of the cards have been placed, have the child collect all of the cards and replace the drawer into the cabinet.
Reading the cards and placing them as in the presentation.
Writing these words to create a booklet.
Continue to present other drawers from time to time as the child’s reading ability progresses. In the later drawers, which use words for a set of material, the child will need to set out the material on a table and then label it.
- The two sets of classified cards from the oral Exercises
- A mat
- Tell the child that we will be working with the classification cards that we used in the oral classification.
- Have the child bring over the two boxes a classification the child has already been introduced to.
- Have the child lay out the classification cards with no labels out as in the Oral Language presentation.
- Give the child the labels, have the child read the label and then have him place it under the correct image.
- Once all labels have been placed, give the child the cards with the labels attached and have him check his work. Have the child place these labeled cards next to the unlabeled cards.
- Collect the cards with labels and replace them in their box.
- Collect the labels and show the child how to place the elastic band around the labels. Place these with the labeled cards.
- Collect the cards with no labels and place both these cards and the labels into box 1.
The child works alone with the cards he has been presented as shown in the presentation.
Introduce other cards in the same way. Some children will take other sets on their own and use them in the same way.
Rotate the cards when necessary to keep child’s interest.
The child writes the words and can make a booklet or list of the words.
Begin with the oral language presentation of the cards when the child is young (3 years old).
When they are older and can read, take out the two sets of cards.
Put out the pictures without labels.
Take out the labels, have the child read them, and place them under the appropriate image.
Check with the cards with the attached labels.
Place the image cards out.
Take out the definition booklet and read it.
Introduce the definition cards, ask the child to read each in turn and have him place it next to the appropriate image.
(The term being defined will be in red.)
Once all cards have been placed, check the work with the definition booklet. (Have the child read the definition on the booklet and then read the card to check.)
Once all have been checked, replace the definition cards in the envelope.
Take the image cards and also replace them.
The term being defined has been cut out.
Lay out the image cards in a column.
Lay the cut out labels in a column away from the images.
Take each definition card, have the child read it and say what image it goes with.
Place the definition card next to the image and place the missing word label where it belongs.Check with the booklet.
Definitions have been cut into many pieces and will have to be put together to complete the definition.
Place the images in a column.
Place the red labels in a column away from the images.
Place all the cut pieces in rows away from the images.
The child selects a term and places it next to the image.
Have the child construct the definition with the pieces as in a puzzle.
Do each definition in the same way.
Check with the definition booklet.
A reading activity.
To learn special vocabulary.
Child’s knowledge of the spoken language.
Card with name attached for classified card sets.
Definition booklet.
4 1/2 years onwards
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