Montessori Elementary Homeschool Blog - with documentation of our infant Montessori, toddler Montessori, and primary Montessori experiences; as well as preparation for the upcoming adolescent Montessori homeschool years.
Showing posts with label dwyer. Show all posts
Showing posts with label dwyer. Show all posts

Friday, January 9, 2015

When do you become a "writer"?


Just some musings as a variety of fragments come together over a short period of time.

14 months ago, Legoboy started a Cover Story program (writing his own magazine - middle school experience). We LOVE it, but last year wasn't a year for accomplishing much. Honestly, looking back, we were both really, really, really, REALLY burned out living in that apartment. It was hard to get through a day just fighting to be able to spiritually LIVE, let alone focus on much routine. At the time, in the thick of it, we didn't realize how bad that was. But now, looking back, the amount of time we simply spent ELSEwhere, or looking for "stuff", or getting out essential oils and herbs to deal with respiratory issues (smoking neighbors; strong perfumes on the neighbors; after a while even the laundry detergent and fabric softener smells from the laundry room below us were setting off strange reactions). Those memories are permeated with a sense of *searching* - always searching: for an item, for a remedy, for a moment of peace at 2am listening to the neighbors... do what they do at 2am (which most of the time was drinking and singing in the living room, but you know - walls are paper-thin). I suspect we were searching for peace.

That description makes it all sound so horrible. And it didn't feel like that in the moment; all 6 years of moments living there. It was a temporary place that became the longest time I have ever lived in one place, ever. Waiting and searching for a house to move into (and yes, I know MBT is waiting to hear that story).

All that to say - Cover Story took a back burner.

But now we are moved and unpacked, catching up on SO MUCH and looking forward to starting it up again next month. Legoboy wanted to start it sooner, but we have some other areas to address first.


I am totally rambling - and that is just going to be the nature of this post ;)


We follow Cover Story and One Year Adventure Novel (warning: the home page on that site opens up a video almost immediately - cute video, but auto-play annoys me) on their blog as well as on Facebook. Interesting blog topics are the norm, with highly thoughtful responses.

Recently there was a post on When Can You Call Yourself a Writer?


The general gist of how I would personally respond and what the author was getting at: you are a writer when you write your own ideas.

Copying someone else does not make you a writer.

Writing someone else's ideas does not you a writer make.

You are a writer because you write your own ideas.



Rambling on....

So often in the realm of Montessori teaching as well as homeschooling, we have some foundational groundwork experiences that seem straight-forward, but are then interpreted several different ways, and end up with different outcomes. I am thinking particularly in this moment of the learning to write and read experiences offered to Montessori children around the world. Some use something more similar to what Maria Montessori actually did (AMI comes rather close; probably not identical; Muriel Dwyer summarizes it); some use a pink/blue/green reading scheme for the complicated English language (which makes me wonder how the AMI/Dwyer-taught children learn to read/write English with such ease, exploding into reading with joy between 4 and 5 years of age, if English is too complicated to use Montessori's method; compared to those using pbg whose children read first then write, but later - many times not until unto lower elementary... but I digress - both systems WORK, just that one feels more authentically Montessori and the other feels more adult-controlled --- if the Montessori goal is to present the keys and let the child decide when he can write and when he can read, that is all that matters for this post).

My question though is - do the children in a Montessori setting become writers from the get-go? Or do they have to be eased into it?

I make a strong case for the children are writers when they write their own ideas - when they are communicating via a written language their OWN ideas.

The AMI/Dwyer experiences allow the children to know all the 40-44 key sounds in the English language prior to starting the movable alphabet; the children can write words the first time they pull out the movable alphabet. The adult/guide/parent/teacher orients the child to the box, how to carry the box, where it goes on the shelf, how to straighten the letters. the placement of the letters within the box, how to place the letters on the mat, reviews a few sounds and invites the child to think of a word (ANY WORD! What did you eat for breakfast this morning?). Let's listen for the sounds in that word. What sounds do we hear? Say the word the child chose - he selects the sounds, and places them in order on the mat.

If the word can be (silently!) read phonetically by the adult, we do not correct spelling. We will get to the phonograms very soon. Right now, the child is WRITING. His own ideas.

The child creates a list of self-chosen words. He may ask the adult for inspiration and the adult provides some questions to generate the child's ideas.

Actual samples of my then-3-year-old son's movable alphabet work
Self-chosen topics
note the rules he has picked up on and those he has not yet -
yet all are phonetically spelled according to the rules he received to that point
The list is cleared away when the child's work is done; we do not have the child record his work (the adult may copy some words down, the child does not about this, as a record of work to show mom/dad at conference time - or other parent if a homeschooling family - but the child is not yet writing with pencil on paper the words, because we do not want to reinforce improper spelling, nor do we want to reinforce that everything has to be written down - sometimes the child just wants to WORK --- so these early times, we stick to the basics; let the child request to write it down on paper, or just do it on his/her own).

When the child is ready - that day, the next day? Short phrases. That orange you ate this morning? Describe it to me! "the juicy orange"
Introduce a puzzle word (the) - or wait until another day. it is ok since we are not writing this stuff on paper.
thu joosy ornj (or: thu joosy orinj - depending on dialect)
(the juicy orange --- it's phonetic, it's legitimate --- as the child has more phonograms, this will naturally correct itself)

it wuz joosy
it wuz sweet


The children are writing!


I do have strong feelings about providing the children crutches - idea cards (pictures or objects for example) for what to write, because their knowledge of the symbols of sounds is so limited that the adult feels the need to give the child success through a series of cards or pictures or books keyed to the sounds the adult has provided the child. I DO feel strongly that we should give the key sounds in quick succession so that the child doesn't NEED these crutches to have success. When a baby learns to walk, he generally has a running-like gait. Let the children have this experience with writing too! Let him run before he walks with crutches!

Not only does it give them confidence from the beginning, it provides the keys they need to write anything, thereby freeing up their creativity to GO places! Rather than writing someone else's ideas and waiting on that person to give them permission to write on their own, then having to figure out how to think for themselves.


You are a writer when you write your own ideas. Describe your own real life experiences. You need real life experiences and sometimes guiding questions.

Copying someone else does not make you a writer. Copying words that are meaningless - you have not chosen the words. You have not chosen the topic. These are not your ideas or your interests. Choose your own words of interest from the various topics presented in an authentically Montessori real-life environment! 

Writing someone else's ideas does not you a writer make. Spelling out the words of pictures on cards is not writing your own ideas, your own thoughts, your own interests, YOUR writing. Draw your own pictures to write about! 

You are a writer because you write your own ideas. Describe your own real life experiences. What do YOU love? What do you loathe? What brings you passion? 


I once worked with a young man, age 4, going through a PBG "program" modified with G-O - giving him lists of words that met the criteria for what he already knew. He was accepting of the work, but only asked for it because he knew he "had to." It didn't seem to fill him with joy or peace - simply "ok, I did that work, now can I go play?" This wasn't my environment, I didn't control this part about the adult giving the words; I was there to fill in for the main teacher and I am happy to respect her authority, despite the drudgery of 3-4 letter "phonetic" words. For my own personal kicks one day though, I said, "What word would YOU like to write?" He said, "Really!? I want to write the word skeleton - I have been wanting to learn to write so I can write the word skeleton!"

I said, "Let's do it."

skelitun is what he wrote on the mat.

That boy could NOT BE MORE PROUD of HIS OWN WORK. He went on to write a LOT the rest of that week - all of it was phonetically correct, he did need some sounds given to him (he didn't know some of the key individual letters yet, but his teacher already had him writing with the movable alphabet - so he would ask me, "what is the letter for the sound (fill in the blank)?")

That day, he became a writer.

The lead teacher didn't seem too enthused. I felt like saying (but didn't) a slightly different rendition from the Frozen movie, "Why are you holding back such a man!?" Such a writer! This kid was creative!



I wish I had permission to publish his adorable SO PROUD smile.



Click here for a link to the Montessori Trails page correlating Dwyer with AMI with Pink/Blue/Green - aligned next to each other according to stages.

Tuesday, January 8, 2013

AMI language and Dwyer - how they fit

The following blog post is not showing up in readers. I have now had several people contact me to suggest or request that I re-post it. I do not want to belabor the point, so this will be my last post on it ;)

The link to the blog post is: Dwyer and AMI Primary Language Album

Wednesday, I will have an elementary school day post up again. Yay!



Click her for a link to the Montessori Trails page correlating Dwyer with AMI with Pink/Blue/Green - aligned next to each other according to stages.

Monday, January 7, 2013

Dwyer and AMI Primary Language Album

In the last couple (now 3-4) weeks I have taken quite a few questions along the same lines and thought a blog post might be a great place to sort it all out ;)

1/7/12 - let me just reiterate right here - YOU have to decide what will work best for your family. My experience is my experience; while much of my opinion is based on a seriously high amount of observation, even I find myself outside of statistics many times, so I will not lock anyone into them ;) I can only help guide you based on your situation ;)


Within the English-speaking Montessori homeschool world, there are 3 language development "schemes" (anyone have a better word for that!?) that are most prevalent. I am sure there are many variations on these, but as a homeschooler coming to the internet getting started on Montessori, here are the three you will find most often, of late:
(when I was first getting started and before I went to training, #3 was not readily available and I never came across #2, though it was available)
  1. Pink/Blue/Green - altogether the most prevalent. It was developed specifically for the English language  and is heavily promoted by AMS (the Montessori organization with the strongest presence in the United States; and the most accessible to homeschoolers and new Montessori teachers). This system has to work because it is so prevalent, but it can be very overwhelming for new homeschooling parents, and tends to be heavily modified by each user because of these overwhelming aspects. It was not developed by anyone in the Montessori family (Maria, Mario, etc.), but is a specific response to the English language, in a Montessori-inspired manner. History is sketchy on the internet, but it seems to be in response to American-English, versus English in general or British-English (can someone please verify this for me!?). In any case, it may be more appropriate for schools (over homeschools) when seeking to apply it in a pure form. But I would personally not send my child to a school that uses this approach, if I want a true Montessori school.
  2. Dwyer Pamphlet - published by NAMTA - becoming more prevalent as families are really getting burned by the p/b/g work. I wrote up my first post about it here: Analysis of Dwyer booklet compared to AMI Primary Language Album. The emphasis of her pamphlet is "The Exploration of Language" - utilizing keys to unlock language. Keys - what Maria Montessori called her sensorial materials (keys to the world). And while it simplifies the process, it potentially over-simplifies it by mentioning some topics without going in-depth. The reason is that Muriel Dwyer summarized the approach that AMI uses; this booklet was never meant to be a complete step by step guide. 
  3. AMI Primary Language Album - growing in prevalence only because certain AMI-trained Montessori teachers are taking AMI out of the cloistered elite and sharing it with the world. However, picked up straight by a homeschooling parent without Montessori training - it can feel almost as overwhelming as the p/b/g work. If you have a detailed scope and sequence with the album, you're much better off, but there can still be questions. Support and understanding of how the album works is growing. 
  4. There are other resources as well, that seem to be variations on the above: Gettman, Montessori Read & Write, Hainstock's books, and the like. Much more user-friendly and designed to speak to the homeschooling mom, but not as complete as they could be. Excellent filler resources. 
So overall - no one perfect solution for the homeschool mom who would like to pick up a straight-forward guide and run with it. Why is that? Because every child is different, thus modifications are necessary. The nice thing? There is plenty of online support available through e-mail groups and generous Montessori-trained teachers who want this work in the hands of homeschoolers. 


Some other bloggers who have posted fantastic resources or reviews on the differences between pink/blue/green and the Dwyer pamphlet: 
There are many more - and you are welcome to add your link below if you have a blog post/series up about it :) 


Who developed each approach? 

The booklet by Muriel Dwyer appears to be a(n excellent and useful) summary of the AMI approach, which would have been approved by Maria Montessori (2020 edit: Muriel Dwyer worked with Mario Montessori on this approach that works for *any* language for AMI to continue to use in non-purely-phonetic languages). The AMI language album is not heavily focused on learning a language in the same style as Italian - instead is truly keys-based in its exploration of any language. There are conflicting sources for who developed the pink/blue/green series and it seems to be a collaborative effort. I am unfortunately short on time to look much further at this time, but would love if someone else could share this information if they know it for sure :) (see comments)


I think that clarifies most of the questions I have received thus far, except one other main one: 

If I want to follow your recommendation to use the AMI Primary Language with the Dwyer booklet, how do I do that? 


ANSWER: The Dwyer booklet is like the framework, the how-to, and the areas of absolute emphasis; and most parents who are interacting with their children right now, will be able to apply it right away. However, there are some "meaty details" that, if you have the Primary Language album, you will have so many aha moments, that your children will wonder why you're so excited! ;) 


DETAILS: 

The Dwyer booklet corresponds with large portions of the Primary Language album in the following manner (see the chart below)
As you can see, the Dwyer booklet gives the framework and the main things to emphasize, allowing for you to see at a glance what is most important within the foundation. From there, you can better apply the primary language album pages. Best scenario: use a detailed scope and sequence with ages to determine what should be done within a general time frame (parallel works); then use Dwyer to see where in the framework that is, so you have your "place in the grand scheme of things"; and use the language album for your actual presentations.


I hope this all helps! Keep asking questions as they come up!


Dwyer on the left; AMI Primary Language album (Keys of the World modified) on the right.
Note that where it says "mentioned" or "listed" in Dwyer, it means she refers to it, but provides no or very few details. The chart clearly shows that Dwyer summarized the AMI approach - they are the same, just a different level of detail. 

(not included)
Prologue
Education as an Aid to Life
Development of Language (from Theory)
Introduction to Language
Introduction to Spoken Language

Aural Development (ages 0-4+)
Spoken: Vocabulary Enrichment
Orientation Game
Naming Objects in the Environment
Collecting Classified Objects
Practical Life Objects
Parts of an Object
Language of the Sensorial Materials
Three Period Lesson
Classified Cards - Social
Related Objects Game - Presentations A & B
Description/Definition Game
Stories – Biological Classifications
    The Story of Living and Non-Living Matter
    The Story of Plants and Animals
    The Story of the Five Classes of Vertebrates
Sorting Game – Biology Classifications
Nomenclature Cards – Scientific
Life Cycles
Oral Language Games


Aural Development (ages 0-4+)
Spoken: Language Development
Storytelling
Reading and Books in the Library
Poems
Conversation
Question Game
Cultural Folders
     Extension: fictional story telling
Land and Water Form Folders
Land and Water Form Outline Maps
Biome Folders
Art Folders
My State



Writing

Introduction to Writing
Aural Development (ages 0-4+)
Sound Games

Sensitizing Fingers
Symbols for the Sounds (3 1/2 or so + )
Sandpaper Letters
Done WITH the above individual letters
Sandpaper Phonograms (Additional Sandpaper Letters)
Typically around 4, earlier or later
Movable Alphabet
Separate development (not in Dwyer)
Metal Insets (12 Stages)
Small Metal Insets
Map Making



Writing - Art of Handwriting
Lightly touched on (hinted at) in Dwyer booklet
Sand Tray
Chalkboards
Paper Material (10 stages)
Initial Strokes
Green Boards (Initial strokes)
Handwriting Charts – 6
Book Making



Reading: Phonetic Reading
Introduction to Reading
Dwyer: Object Box 1
Phonetic Object Box
Dwyer: “Beginning of Reading”
Phonetic Reading Cards
Dwyer: “Activity Word Game” (part 1)
Phonetic Reading Commands
Dwyer: “Beginning of Reading”
Phonetic Booklets
Rhyming Words



Reading: Phonograms
Dwyer marks this as Object Box 2
Phonogram Object Box and Alphabet Boxes
(only hinted at)
Phonogram Shadow Box
Dwyer has “folders” for a version of these
Phonogram Booklets
Phonogram Cards
(not covered in Dwyer???)
Phonogram Alphabet Exploration
Dwyer: “Activity Word Game” (part 2)
Phonogram Commands
Dwyer: kind of the Phonogram dictionary, but a bit different – would be great to do both versions
Research

Spelling

Dictionary

Personal Dictionary



Reading: Puzzle Words
Puzzle Words in Dwyer, under “The Test” (introduced with the movable alphabet according to AMI)
Puzzle Words



Reading Classification
Mentioned in Phonogram Dictionary and Dictation as parallel work.  
Presentation I – Classifying the Environment
Presentation II – Cards with Labels
     A. Social
     B. Scientific
     C1. Biology Classifications: Living and Non-Living
     C2: Biology Classifications: Plant and Animal
     C3: Biology Classifications: Five Classes of Vertebrates
     Extension: Mix and sort - work up to 5 sets
Presentation III – Definition Stages



Reading: Function of Words
Mentioned in Phonogram Dictionary and Dictation as parallel work.  
Introduction to Function of Words and Background
Article
Adjective
Logical Adjective
Detective Adjective
Conjunction
Preposition
Verb
Adverb
Logical Adverb
Continuation of Commands
Symbol and Phrase Game



Word Study
Further exploration of reading skills and language exploration – much of this can and should be done orally to begin with (with some details left out to be discovered when the child can read for himself), so that the reading portion becomes a deeper work for the children as well as a way to enhance whole reading skills with something familiar.

Mentioned in Phonogram Dictionary and Dictation as parallel work.  
Introduction to Word Study
Compound Words
Suffixes
Prefixes
Word Families
Adjectives
Singular and Plural
Synonyms
Antonyms
Homophones
Homographs
Animal Collectives
Animals and Their Young
Animal Sounds
Animal Homes
Animal Families
Contractions



Reading Analysis
Dwyer: Listed under “Dictation”
Introduction to Reading Analysis
Simple Sentences Stage I
Simple Sentences Stage II
Simple Sentences Stage III



Musical Expression
Not touched on in Dwyer’s booklet.
Introduction to Musical Expression
Notation with the Bells: whole step, half step, tetrachord
Note Names with the Bells (Name Lessons with the Bells)
Introduction to the Musical Staff: Staff, Ledger Lines, G-Clef
Note Names on the Numbered Staff Board
Note Names on the Unmarked Staff Board
Unmarked Staff Boards – Parallel Exercise 1: Matching Cards with Bells
Unmarked Staff Boards – Parallel Exercise 2: Nomenclature Cards
Unmarked Staff Boards – Parallel Exercise 3: Grading
Unmarked Staff Boards – Parallel Exercise 4: Descriptions/Definitions
Composing on the Bells
Reading Music



Language Extension
Much of this work falls under real life experiences, aural and oral language development.

We want the children to have real experiences so they have something to write about with the movable alphabet.
Who Am I?
How to Teach a Song
Clapping – Rhythm
Introduction to Biology
Introducing Animals
Plant Study and Experiments
Telling Time


Additionals particular to Keys of the World albums - not included in straight AMI albums or in Dwyer's booklet.  
Appendix
Language Scope and Sequence
Language Materials List
Master Copies


Related printable and physical materials available here: 


I am getting a lot of off-blog questions - mostly along the same lines. I get wordy in my responses, but here is a quick response ;) 


Can I just use the Dwyer booklet (summary of AMI)and not use the (AMI) full primary language album at all? 



Yes. *If* you are looking to just focus on learning to read and write, and that's it. As a homeschooler you are probably already providing a rich language experience, just living life, using real vocabulary, reading with your child and having lots of real experiences. 

Slightly longer answer: As you can see, the primary language album also includes music, science, as well as all the language studies that come after learning how to read and write. Yes, there are variations on these in elementary, but these are primary level lessons here, and if you have time and a ready-child, the primary language album will serve you well. There is SO much more available in the AMI Primary language album.

It just depends on your situation :)

1/5/12 - See My Boys' Teacher's comment about the albums. This answer also depends which albums you are using.


Click here for a link to the Montessori Trails page correlating Dwyer with AMI with Pink/Blue/Green - aligned next to each other according to stages.