Montessori AMI Primary Guide
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Three Period Lesson
Oral Language
  Oral language exercises
  Enrichment of Vocabulary
  Language Training
Written Language
  Written language exercises
  Graphic Symbols and their Key Sounds
  Sound Games
  Sandpaper Letters
  Moveable Alphabet
  Metal Insets
  Sorting Symbols
  Writing on Paper
  Upper and lower case letters
  Capial letters, Periods, Commas and Questions Marks
  Creative Writing
  Phonetic Object Box
  Phonogram Object Box
  Activity Words
  Puzzle Words 1
  Little Booklets
  Reading Folders
  Phonogram Dictionnary
  Puzzle Words 2
  Reading Classification
Total Reading
  Function of Words
  The Article
  The Adjective
  Logical Adjective Game
  Detective Adjective Game
  The Conjunction
  The Preposition
  The Verb
  The Adverb
  Logical Adverb Game
  Aspects of the Verb
  Continuation of Commands
Reading Analysis
  Simple Sentence Stage 1
  Simple Sentence Stage 2
  Word Study
Language Summary
  Writing and Reading
Cultural Work
  Music and Dance
  Biological Science
  Physical Science

Sound Games


- 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.

Presentation 1: Beginning Sounds


- 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.


  1. Conversationally introduce the sound game to a few children.
  2. Introduce three contrasting sounds, such as the words Pig, Cow, and Dog.
  3. Give the names of each by exaggerating the beginning sound    of each word.
  4. After each one, have the children repeat the name with you.
  5. Do not rush. Repeat these sounds as often as needed.
  6. 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.
  7. Once the children seem to understand the first sound, or are able to hear these first sounds, the “game” part can begin.
  8. For example: “Can someone tell me what animal starts with      the sound P?” The answer should be “pig”.
  9. 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. 

Presentation 2: Ending Sounds


  • 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.


Presentation 3: Middle Sounds


  • 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.

Presentation 4: Begin to analyse words informally


  • 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.


Presentation 5: Gmes in which children this of words (no objects used)


  • 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.


  1. Have the children think of words beginning with a sound, for   example “M”. Such as: mommy, Monday, maple, Margaret,    etc… 
  2. Have children think of words with a sound in it, for example     “M”. Such as: some, game, emerald, music, etc…


Presentation 6: Analysis Game


  • 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”.




To make the child aware of the sounds used in speech and of their order


Preparation for writing and reading

Control of Error

The directress


2 1/2 - 3 1/2 years

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