Montessori Albums - Part 2

My last post got so wordy!

I wanted to answer some questions about the AMI Montessori albums I use, and offer for sale, but from the perspective of being a mom, a homeschooling parent, a Montessori homeschool co-op teacher, and not just a Montessori teacher or seller of albums.


I USE these albums. In their entirety. Yes there is one area I am saving for upper elementary (discussion of evolution), but that is a personal family choice; within the albums I sell, everything is left where it belongs from AMI training.

• I have provided minor adaptations to improve continuity. 
• I am adding a small astronomy album. 
• I am fleshing out the art section so that it is more clear what the expectations are. 
• I am looking at typical state standards and trying to tag where the most pertinent "hidden" presentations might be (i.e. graphing starts in geography, not in math)

I have had one person tell me that the albums have been dumbed-down for homeschoolers - this is simply not true. The entire main content is straight from my training, what I submitted for album review, what was returned to me with comments, the changes I made in response to those comments and instructor requirements and what I received in final album checks - within the context of AMI training. All I have done is correct typos, write out material descriptions more clearly, change a few sentences in the elementary language album (there was a solid week where almost all sample sentences used in my training had references to alcohol (long story) - I do NOT find these appropriate to have within albums that you will use to present to children, even if you do not use THAT sample sentence. My son READS my albums from time to time - my albums are intended to guide me in presenting materials to children. (my last post mentioned by abhorrent feelings towards my particular elementary training). Stepping off that soapbox.)

The point is, I have made minor modifications to the album pages themselves. I did add a substantial number of references for quotes and statistics noted in the introductions and theory albums. These items make the material at hand meatier than what I received in training, not less. I have not chosen just my favorite album pages or presentations - I have included EVERYTHING, in its purest form, so that *you* and *your family* can choose to make the modifications (or none) that *you* see fit.

UPDATED 2/1/13 - for the accusation of 'dumbing down,' it is interesting how many errors I still find with ALL those album checks. Including a safety error in the geography album (which has now been corrected). Indeed, the albums are much more academically sound, professional appearance and still open to further clarity.


I also use these albums to tutor other children. When I have been in schools, these are the albums I use. I *rarely* need to go elsewhere for alternate album pages, although the temptation is always there ;) Why don't I need to? Because the children's interests are enticed to explore on their own - and the children have TIME - and they end up studying all the areas I would have pulled in something from another album anyway.  or they go so far beyond the album, that I have little to do myself ;) (haha like a homeschool mom, CGS formation leader, atrium and co-op teacher, who also runs two businesses from her home as "little" to do!).
For example, my son is studying a high school geometry book right now (another post).


So yes, these albums are usable in a homeschool setting, though designed for classroom use. Does that mean they are perfect? Not a chance! But I do have a fantastic group of ladies online and a couple of local families that report any discrepancies to me, so that they will be one of the best options available for homeschool families. I also provide online support via e-mail or online discussion board. And I am slowly but surely adding in a few components that others have found truly necessary to pull from other albums. These sections I am writing myself in the same format as the rest of the album, so that they are as comprehensive as possible while still maintaining the "foundation and framework" structure that makes them so perfect for my own family.

Keys of the Universe and Keys of the World - Montessori Albums

I'd like to speak on a business-related topic, but as a mom/teacher/catechist/homeschool-mom - not necessarily in that order!


What is the story behind Keys of the Universe and Keys of the World? In a nutshell.....

Keys of the World albums are my AMI primary albums, with very minor modifications; they cover ages 2 1/2-6. Eventually, I would like to fine-tune these albums more specifically for homeschool purposes, but for now, they are pretty much what I created in my AMI Montessori training and are still quite useful for homeschooling purposes. I LOVED this training!

Keys of the Universe albums are my AMI elementary albums; they cover ages 6-12; I created 75% of the current content during training, with the remaining AMI portions filled in afterward. I offer online support for these albums and am currently revamping the certificate of completion requirements for those folks needing certificate. The certificate is not required; and the assignments are only required if you want the certificate (or for your own personal use). The albums themselves are available with or without the certificate.

There are portions that are NOT AMI contributions, but are my own creations specifically to smooth out the album pages or sections in areas where, frankly, AMI is a bit out of touch with reality. For example, one major section I am adding is a separate album just for Astronomy. It will be a thin album, designed to provide the basics and encourage the children in exploring their own interests. This is an area that AMI needs to update - when we have NASA screening candidates to make a 2-year visit to Mars, well... this is ONE area that could be refreshed.

I noted above that I loved my primary training - as much as I loved primary training, I abhorred elementary training at least twice as much. Not because of the content, which was great, but because of the instructors. Because of their verbal and emotional abuse of anyone who thought or lived differently from them. Because they could not accept that perhaps, if Dr. Montessori were alive today, she may have seen some things that even she didn't consider during her lifetime (astronomy for example, but also homeschooling, among others. I don't KNOW what she would have done, but I can rarely accept someone else telling me what she would have said - I do not idolize Maria Montessori - I respect her - therefore I will not pretend to know her mind). More on this last thought in another post.

I *firmly* believe that AMI offers the most foundational and pure Montessori principles of all options available; I firmly believe that AMI offers the best albums available today. They do not provide more than what you should present to most elementary children (there are some things in the math album that can be saved for adolescence if needed, that is the one exception; but only an exception because there are children who get to that work in elementary, thus you have everything you need for potential elementary topics); neither does AMI provide "fluff".
----I have seen albums that don't provide enough even for a framework. I mention to someone a (in my album) crucial exercise to a particular material and I get flabbergasted responses that, "I never knew that was an actual exercise for this work!"
----And albums with inappropriate work: the work extensions that are either not included where they should be, or "fluffy" extensions are included that seem like requirements when they should be marked as a child-thought-of extension (not an adult-directed activity) - another topic altogether ;) Even these extra things can be quite meaty - but if the children should have been guided there rather than having it handed to them... it becomes fluff.


But that does not mean AMI albums are "perfect" - my goal is to make them as homeschool-user-friendly as possible, without compromising one iota of what makes AMI albums so wonderful.


One of the best aspects of AMI Montessori albums? They provide a structure with the minimum amount of knowledge a child must learn, and leaves you with ideas, suggested resources and above all else TIME for the children to explore on their own - this self-exploration being a key point to Montessori education. Children MUST have this time; and albums that try to cram everything in, become quickly outdated, quickly and intensely overwhelming for the parent or teacher trying to cram everything in when some of that "everything" is frankly not even necessary for *every* child; not to mention that we want to entice interest, not dictate it.


Yes we have "assignments" (the work plan, with some teacher-directed work, mostly child-directed work, and some things from the local educational requirements); but we also have flexibility.

If I just present to my son at home the things in my albums, and leave him with time to explore on his own - I have done EVERYTHING I need to do academically.

BUT. I need the theory album to know everything to do - because the subject albums do not contain everything.

And I have room to pull in other resources as HE needs them, because the Montessori Method at the elementary level is very clear that neither the teacher nor the albums should provide everything for the child. We WANT them to explore, not be spoon-fed. Isn't that why we come to Montessori? ;)

So. Theory. Subject albums. Focus on the essentials. Provide TIME.

Recipe for success ;)


These AMI primary and elementary Montessori albums, combined (in our family) with Catechesis of the Good Shepherd and our own personal selection of outside resources has provided wonderful fodder for a rich, sound childhood and family life.

Starting Montessori with a 2 year old

How to start Montessori with a 2 year old is a very popular question.

The Pink Panther at age 2

Regardless if you have been doing infant/toddler Montessori, the child will be transitioning into the primary age somewhere around 2 1/2 and you'll do the same things with the children regardless if they are new to Montessori or have had a Montessori environment already.



For a 2 year old, the best places to start are:

• practical life
• sensorial
• language

Practical life:

You may or may not want an album right away for the Exercises of Practical Life. If you do, look for the following in the table of contents: preliminary, care of self, visual art, control of movement (walking on the line and the silence game), grace and courtesy, care of the environment. Interspersed are skills for food preparation, care of animals, etc.
Otherwise, just consider those areas and apply them to YOUR practical life :)

Introduce a new activity every couple of days in a variety of areas. These materials do not have to be fancy (ie learning to button might be a vest or jacket with large buttons, hung on a hanger such that it faces out towards the child - work with it on the hanger, or lay it on the floor or a low table to work with; teach the skill of hanging hangers on the rack; shaking out small rugs (we have a rug in our home where shoes are placed when we come in - a small child can easily take that outside and shake it out - even take some muddy shoes and knock them together outside to get mud off)).

The main thing in practical life is: keep it REAL. You might have a few trays of sample skills to practice, but keep the it REAL. A real banana to slice (not a wooden one with velcro - this can be kept in the toy area); real dishes to place on the table.

And you want to have practical life practice areas in their appropriate areas - in a classroom there is an EPL area; in the home, it is nicer to keep food in the kitchen; laundry folding where YOU do laundry folding; etc).


Sensorial: think textures, colors, sounds, etc. A good sensorial album for the primary age is good to get for age 2 1/2 and older - the very beginning work with the pink tower, color tablets, etc. can start with the 2 year old, but will also contain extensions for 5 and 6 year olds (see if you can check that part before making a purchase). The sensorial album should also include beginning music activities, so check for those in the table of contents.


Language: you want to work on real vocabulary and sound awareness. So you'll play sound games, listening for sounds at the start of words, end of words, and eventually the middle of words; play games like I Spy or very similar with objects around the room, the house, the yard, etc. First you will give the language in a 3 period lesson ( 1) give the name of 3 items 2) play games with asking the child to touch, move, hide under, hide it behind his back, etc. 3) when period 2 is successful (might be that day, at that sitting; might be another time), point to the object and say "What is this?" if period 2 is not successful, point to each object and say it's name - and be done for that sitting - come back to it later).

A language album is not necessary until age 3, but if you get one, be sure it lays a SOLID foundation of the sound games and spoken vocabulary building. The spoken language portion of the album is ALL you will need until age 3 1/2; then you will start introducing the sandpaper letters, etc.


If you start just those things at age 2, you will be laying a very strong foundation.

In the meantime, pick up a primary level theory album and Montessori's books for your own reading pleasure and to fully prepare for the primary ages of 3-6 :)

The not so Pink Panther;
with clean bed and wall behind him

BC AD Timeline - some thoughts

As I was preparing a new BC AD timeline I had a few random thoughts - entirely random!

Making it: 

More images to come! 

• This timeline is VERY SIMPLE. And should be kept that way so that is remains multi-purpose. I have seen several fancy (and therefore expensive or trickier to make) versions available. Bleck. Keep it simple! It can be made WHILE you are presenting for the first time! Measure out your white strip (ribbon, receipt tape, strips of white paper that you tape together as you go (this last idea would be the easiest for measuring if you are making it while presenting)). Start in the middle with the life of Christ. The year Zero is placed written in red - but see note below on color options. Make a vertical line above and below the zero. 
• Now we start marking an inch back (or two inches back or whatever distance you ultimately want) for the first century before Christ. Mark the same length ahead for the first century after Christ. These are black vertical lines broken only by the number in the middle - 100, 200, etc. (choose if you want to have BC/AD repeated on each one but usually this would be a NO - too much of a crutch for the children). 
• Continue with the second century before and the second century after. You are drawing vertical lines down to mark each century equal distance from the one you made before it. 
• Ultimately we are going back the same length of time as we come forward, so that the timeline is balanced. 
• Then go back to the red/gold zero - write in BC and AD in their appropriate places and explain what they mean.  

Modifying it: 

• The 0 is the only writing in red because this is the hinge point. All other years are in black. BUT if you are making this material within a setting (homeschool or school) that is somehow connected with CGS atrium experience, I would consider writing the BC numbers in red; the 0 in gold; and the AD numbers in green (to coordinate with the Books of the Bible presentation of Old Testament and New Testament). 
• Or if you are only loosely connected or not at all connected but are a family of Christian faith, then BC numbers could be purple (preparing for Christ), 0 in gold, and AD in green for the growth of Christ's light throughout the world since His resurrection. 
• In the spaces thus created you could add "1st Century", "2nd Century", etc. I still would not add the "before Christ" or "after Christ" on the writing but would add that phrase in the SAYING. We want the visual to have the most power. 
• ONE POSSIBLE ADDITION to the material that is actually quite useful: Adding in the Roman Numerals to represent the centuries (perhaps in place of the words "1st Century" etc from above). Alternatively, this could be a separate strip created to lay below the BC/AD timeline in coordinating length and segments (it too could be created while presenting). Second alternative: these could be on small cards that fit onto the original timeline and the children sort them out accordingly. (or combine both alternatives - set of cards to place and a second timeline to roll out to check their work)

Presenting it: 

• If a child has been in the Catechesis of the Good Shepherd atrium, this timeline could come much earlier. They have had experiences from a different angle - that of focusing on the life of Christ (the moment of Redemption) then extending out to the moments of Creation and Parousia. To a child with solid level 2 atrium experience, I would give this work at the middle or end of year 1. I wish I'd made that connection with my son already ;) 
• This effect is possible with Godly Play but there are no timelines in Godly Play, so while the stories would fit into place on the BC/AD timeline, the visual hasn't already been there - this would be their first visual of it. 
• It is ok to create this material while presenting it. Invite the child to make their own if you are in a co-op situation - they can take it home and expand upon it there. 

Follow-ups to the BC/AD Timeline will depend on the age and experience of the child: 

• If you have story cards for pretty much anything (from the Montessori presentations, Godly Play, Catechesis of the Good Shepherd, Bible stories, world history stories, etc, etc) place them on the timeline in about the time they happened. See where things fall.
• Do some mathematics word problems. How many years between 200 AD and 500 BC. If a building were started in 320 BC, could it have been completed *before* 350 BC? Older children get more detailed, with numbers more closely matching - trickier; younger children make it more obvious. Come back to it every year and expand. 
• Upper elementary: This timeline and 99% of American society is based on this concept centering around the life of Christ. Now with older children explore other timelines with different resulting years - Chinese calendar, Jewish Calendar, Mayan Calendar, etc. What are their calendars centered around? Do they have a "before" anything aspect?
• Sometime between 2nd and 5th year: explore the calendar updates - what changed in the AD portion that forced us to "lose" days - sometimes MONTHS depending on our location. 
• This leads back into calendar study of course but gives it another perspective. 
• Introduce CE and BCE (Common Era and Before Common Era) and the reasons why this notation was introduced. 
• Be sure to emphasize there was life and history before the first timeline actually shown on the timeline, we are just showing here where our time markings came from. 
• Work with the Roman Numerals as noted above. 

And yes this very simple timeline should be visited every year, with some sort of follow-up or discussion or word problem set with it. 

Etymology - and Dictionaries

Our family has not yet found the all-time personal favorite in etymological dictionaries, but that does not slow the love of learning the origin of words!

Just ask any boy to study the history of the word 'toilet' - he'll be so disappointed (but have fun along the way!). Or what about calling it a 'john'? In this area, we can actually let our boys have a bit of "potty-talk" and work it out of their systems!

Then connect those words to modern usage in a variety of languages: toilet in our language; eau de toilette in the French. The French call the bathroom a WC (water closet - an English phrase - but why "water closet" to begin with?) while the British use a French term.... I'm not giving any more hints ;)


Amazon Affiliate Link to Etymological Dictionaries

A quick glance at that list reveals MANY options. You can even study Hebrew etymology in the Bible (fascinating even for non-Christians - what does the Bible really say?).

The best bet for finding one your family or classroom will like and use is to go to a bookstore and actually flip through them. Look for words you may have concerns regarding, especially considering lower elementary children. What will entice your children?

In the end, you may find yourself purchasing 2 or 3 to provide a variety of viewpoints and styles, or even ages.


What are you looking for?

• usability
• readability
• suitable maturity level (some are meant for adults; some are actually intended for immature older people)
• balanced viewpoint
• provides language origin (and trace if the word jumped through languages), part of speech, and description
• illustrations are less important, but nice to have for certain clarifications
• cite their sources (sadly, many are missing this - so one wonders if the book can be trusted - remember, we want the children to go to original sources as much as possible, so they need to see the trail back to the source whenever possible)

AMI Albums - Framework vs. Every Detail

I am asked a LOT why AMI albums don't seem to have as much information as, let's say, the NAMC albums. And why would I choose the "stripped-down" version for our homeschool when my son obviously craves to learn SO MUCH.

All those impressionistic charts - and timelines
INSPIRING! 

Well.... admittedly, it was not at first a conscious decision. However, I can say this: my sons craves to learn so much because *I* do not give him every detail. Because our albums are *not* the only source of information. He cannot learn all that he wants or need from me - and he doesn't even need me (or my albums) to tell him what to study next and at what age. If I knew back when, what I know now, I would saved so much headache reviewing other albums!

Mathematics and Language are closer to what people expect with lots of details. Language does not include "writing assignments" as much as guidance on setting up an environment (both physical and psychological) that integrates writing into all components of the child's day and provides guidelines for what to look for at which ages. I love the follow-up on one album page to write a paragraph in active voice, then re-write it in passive voice. But that is a follow-up - not the main presentation - and should be an inspiration to the child, not a mundane exercise.

History and Geography though - these are frameworks - and they continue to cycle back around on each other so that new studies are done every year, prompted by the child's interconnected interests and the adults continued presentations of "tidbits" here and there to spurn that interest on. I give the presentations, using an enticing voice; then I provide the necessary materials for repetition, exploration and research, and away soars my son's imagination! He ends up learning everything this is set up as "required" in other Montessori albums, with the complete freedom to go DEEP.

He is years ahead on some topics; right on par on some; and "behind" the guidelines in others.

And that is exactly where he needs to be right NOW! :)

Provide the right environment, provide the right support, and don't waste a child's time with something that he is likely to study on his own next month, but with the benefit of it being connected with his own most recent studies.

Montessori Astronomy

Something you do not hear me say often at all: "In today's world, we have some needs that are different from Montessori's time and AMI has yet to fully catch up in this regard." (that is the FIRST time I have publicly said those words!). I do not speak here of calculators in the classroom, or computers, or technology at all - at least directly. I do speak of a preparation for particular studies which Montessori said nothing about - because she had no idea that such a short time after her death, human beings would actually LEAVE the planet Earth, even walk on the moon itself. The race to the moon began after her death.

Astronomy is supposed to be part of the AMI elementary Montessori geography album - but honestly, I don't see it. The tiny bit where it actually could be introduced - it was removed! (not by Montessori) There is a chart that shows the planets in their orbits that used to be part of the Story of God with no Hands. It was removed to focus on other details; however the chart is still available for when the children are doing follow-ups with the story or they hear the story again and begin to ask questions about the other planets.
(UPDATE to clarify: If you are sitting there in an AMI training, you will pick up on the nuances where astronomy comes in - what I state here is about separating myself from that training and seeing what is *actually* present in the albums as they stand. So I can use these albums and "get to" astronomy by following the various interests of the children, because I am trained; the albums alone don't "get there".).

But I never got around to actually doing that planets chart with my son - he found astronomy another way: through HISTORY. He was studying the Ancient Egyptians (including a bit on their form of worship and understanding about how the sun moves through the sky), which led to studying their interactions with other cultures, such as the Ancient Greeks and the Ancient Romans, which led to discovering a real beautiful book (whose title escapes me!) about gods, goddesses and... constellations. He was HOOKED.

So we have read through portions of H.A. Rey's books on astronomy (yes, that is the Curious George author!); we looked at the night sky, the day sky; got out the Target dollar flashcards on astronomy; pulled out the cheap-o telescope that came with our original cheap-o microscope (that both worked great! go figure!); signed up for the Classical Astronomy newsletter (free, but now defunct); and got in on the first and only few issues of the Celestial Almanack. We did pull in a curriculum to use, but we used it as "story-time" and developed our own follow-up activities (many of which matched the suggested activities anyway): Signs and Seasons. We also purchased from the same company the sun-shades so we could safely view the sun during daytime hours, a comic book style book on time and astronomy, and their book Moonfinder which is gorgeous!

Not an affiliate link -
just a book we love :) 

What I appreciate about this curriculum is that the author speaks to real people who live in a real time and place; not writing just to write. And he focuses on what the children can experience for themselves: viewing the night and day sky with the naked eye, or at most with a pair of binoculars. Studying the sky in a way that our ancestors would have; connecting us with the first people to look at the stars and wonder; to piece together the patterns and establish what we now knows as time, rhythms, seasons. From these we have mathematics, history, geometry, languages, and more. True Cosmic Education.

Thus inspired, I began piecing together a Montessori astronomy study, that should not become the be-all-end-all in Montessori astronomy, but be a framework of keys to provide the children.

I am still fine-tuning it - to be sure it is a framework, that it provides the keys needed by the children of today who may have a father on the space station, or an uncle on the upcoming manned mission to Mars. Perhaps one of our children will be setting up a colony on the moon or even on Mars.

AMI albums provide keys. A beautiful framework. Nothing peripheral; so that the children can go in any direction they need to, with all tools accessible to them, and the adults are neither hindered by bulky album presentations nor hinder the children's work with handing over too much information.

While AMI albums do not address astronomy at all at the primary level, I do think it totally appropriate to introduce the phases of the moon (see the Moonfinder book!) and some of the basic constellations - as well as the rhthyms of day and night, seasons, weather patterns - these things are important because they happen to the children - they are things the child can see and experience.

I personally would not suggest discussing planets with a primary child, because it's just that: discussion. They can't SEE the planets (at least in any way different to them from seeing a star - they all look like stars to them).

But at elementary we can get into the beautiful details!

Literate Environments

When I was working on my child development degree, there was so much talk about "literate environments." Most of it made sense; but I have to admit, a good deal of it was so utterly contrived.

And then I met a little girl. She was this sweet little thing with something of an "uppity" attitude. The other teachers at the daycare were relatively annoyed with her, but they "put up with her". This sounds worse than it was; let's just say they didn't think much of her personality most of the time. She was 3 when I met her and 5 when I last saw her.

And now that I know many homeschoolers... she reminds me of homeschoolers!

NOT because of the "uppity-ness" which was mis-construed. In reality, it was a sign of normalization among children who were not normalized.

She reminds me of homeschoolers because she had a VOCABULARY. She didn't say "kitty and doggie" - she said "kitten and puppy" (and even those words she said in a sweet little voice that just made your heart melt!).

She used the word "persnickety" to describe another child's bristliness after nap-time. She was 3 1/2 at the time. And she was spot-on!

She could describe nuances of color to you - if it was gold, it was NOT yellow; and it wasn't just gold either: there could marigold, antique gold, tarnished gold, pyrite gold.... these were HER descriptors.

She loved play on words (sounds, rhyming, songs), was trying to start reading at age 5 (hindered by the environment we were in).

She had little interest in "pure fantasy." It truly turned her off (this is where part of the uppity label came in. She would say very politely, "This book just isn't for me; thank you."

Honestly, I can't believe the child didn't go to a Montessori environment.

But she did.


She had parents who developed an environment at home that centered on the following:

• observation of the child
• following her needs
• fulfilling those needs 
• respecting freedom and responsibility at appropriate times
• providing limited choices so she could take "safe risks"
• did not hand over all control to the child
• did not hold back all control from the child
• encouraged role-playing - not "fairies" but real-life-style situations. 

Included in all of that, as part and parcel: 

• They spoke to her in REAL LANGUAGE. They did not give her the birds and bees sort of talks, but they did speak to her as a real person with a real love for real language. 
• As she started having interest in reading and writing, her parents responded by playing labeling games at home. So things were not labeled already in the environment (as in a contrived literacy-based environment), but labeled at the time she would actually care - and get it. And she was part of it. 

So yes, she had a Montessori environment at home. And it was language-rich, and rich in so many ways, because it was an intentional environment that met her needs. 

Not because it was contrived. 

Now, her mom was an artist and her dad a musician. So, before we start worrying about lack of creativity because she didn't want anything to do with pure imagination, let's consider that she was still in the first plane of development where she's not supposed to be drawn into those things of her own accord; and that her parents certainly would have been encouraging creativity and imagination in appropriate ways. 

I wonder if they ended up homeschooling her.... :) 

So how do we create literate environments as Montessorians? 

• real language - BIG words; WIDE vocabulary - don't dumb down the language because a child is not yet speaking. 
• real-life situations
• lots of real-life role-playing (grace and courtesy comes in here; but also letting them be creative and play)
• solid foundation in reality
• oral language games starting very young (1, 2, 3 years old)
• continue oral languages games indefinitely
• invite writing skills when the child is interested and at the right sensitive period
• as they start with the movable alphabet, invite them to label items around the room
• invite reading skills when the child has been writing for a while and you see signs that they are on the verge
• now they can read labels and place them - with small objects, with items around the room, with items they need to illustrate themselves
• read-aloud to them every day
• have conversations with them
• have lots of experiences - occurrences they can TALK about, that they will want to WRITE about, that as they learn to read, they will want to READ about to expand their knowledge in that area and build into even more experiences. 
• Under experiences: garden, have pets, paint, listen to music, go for walks, go camping, travel on occasion, include the child on grocery store trips and other errands, visit family and friends
• TALK (just not during a presentation that needs few words and more gestures ;) ). 

Montessori School Supply Lists

It is back to school time and my input is usually sought right about now, so I thought I'd time this post to coincide. Also see my other post on back-to-school deals that fit with Montessori.

Now, all of this is just my experience and/or intuition - please share your own ideas here too!

Every Montessori school, just like any other school, has varying capabilities to offer their children the supplies needed. Most children receive a "supply list" before school starts of the items they will need to provide. For as many Montessori schools are out there, you have as many supply lists!

Typical items might include the following:
(everything listed is presumed "if the school does not already provide")

• lunch box/bag (for food from home); or dishes for communal lunch (if school provides food but not dishes); some sort of drink bottle, preferably re-usable
• personal grooming items: comb/brush, toothbrush
• outdoor supplies needed for your area and school environment
• some school ask the children to bring a small plant to care for in the classroom during the year
• indoor shoes or slippers

You might also consider: 

• personal supply of sunscreen and/or bug repellant
• wide-brimmed hat
• seeds of choice to plant in classroom garden (indoor garden if you're in cold winter climates)
• various donations towards classroom supplies (ie each child supplies a box of tissues, a ream of white paper, etc)

Most of the following is for elementary and adolescence, and presumes there is a classroom set of each item, as well as these individual items for quick access, and for use on Goings Out.

• notebooks - spiral or glued binding: quadrille paper, wide-lined notebooks, 2-3 small notepads for quick notes on Goings Outs
• pencil pouch
• set of colored pencils
• 2-3 writing pencils
• good sharpener
• good eraser
• assignment book: NOTE - this is best designed by each school for their particular program, and provided to the children

You might also put out a general donation list to each of the parents to see if they have access to items you're not aware of yet. 

• receipt tape
• banner paper
• newspaper ends
• wood-working skills
• other skills you'd like the children to learn/experience
• left-over yarn and threads and needles
• anything else in your classroom that you go through and use up
• donation of time to cut papers, restock supplies, etc. 

And if you are a homeschooler? Check all of the above :) I have previously posted on Target dollar rack deals. If anyone again sees the miniature globes they put out a few years ago, please DO let me know! I want to stock up!

Montessori and Life of Fred

We have not yet read through *all* the Life of Fred books, but here is what I can say for the ones that we have used and where they fit into our AMI Montessori albums:

(Updates have been made 9/11/15)

Fred = silly; this picture = silly;
so does Fred = this picture?
Formula:
a = c; b = c;
so does a really = b ??? ;) 

Elementary series of 10 books:

• Beginning in 1st grade, they can be used sequentially. 
• Beginning in 2nd-4th grade, still use them sequentially, but you might move through them faster. 
• 5th/6th grade: intend for them to be funny stories with light review, but there won't necessarily be anything "new" - still very funny, interesting, connects the various subjects in a fully interactive manner inviting a personal response of the child (cosmic education!)
• ADDing: There are an additional 3 books in an "intermediate" series between elementary and actual readiness for Fractions (which is FAR more than just fractions and starts the "Before High School" series).

Interestingly enough, these sets, along with the Fractions and Decimals/Percents books fill in just about all the "missing" mathematics components listed in state standards but not emphasized in Montessori. 

Before High School Mathematics - Fractions, Decimals & Percent, Elementary Physics, Pre-Algebra 1, Pre-Algebra 2:

• If you've been following the Montessori albums pretty closely, Fractions can start in 3rd or 4th year of Montessori elementary - OR whenever the child is ready and wanting. The author prefers children wait until 5th grade at least; and has authored 3 additional elementary books (deemed "Intermediate") to emphasize this position. The skills the author notes on the information page for use in fractions are learned by all lower elementary Montessori students following AMI albums.
• Decimals & Percents is solidly an upper elementary Montessori book. 
• Elementary Physics (or Pre-Algebra 0 with Physics, depending on the time of publicatino) AND Pre-Algebra with Biology would be ideal for a 11-13 year old in a Montessori setting. 
• Pre-Algebra with Economics would be ideal for a 12-14 year old in a Montessori setting. 

I can't yet speak for the high school texts. We will likely acquire them in a few years when my son is older, but not quite ready for them, to have time to peruse them at that time :) 

ETA2: We do have some of the high school books now. It will be interesting to see where they fit in with this Montessori child ;)
As a 3rd year elementary student, Legoboy really gets a lot out of Fractions but is not quite there with Decimals & Percents - he is only just now starting the decimal fraction Montessori material. Once he gets that under his belt, I think Decimals & Percents will take off.
With that said, he LOVES to read the high school books for the story line; the math does trickle in a bit even though he's not "there" yet with Calculus ;) 

ETA: I should point out for anyone for whom Life of Fred is a new idea: the books are silly beyond belief! The subtitle for the Fractions book is "As Serious As It Needs to Be" - and in this case, means hardly at all. It turns out math can be silly and fun and STILL be educational!

9/11/15 UPDATE: Now that Legoboy is a 6th year elementary student, he is on par with the above recommendations, he has completed Decimals & Percents and he will begin Pre-Algbra with Physics in the near future (he has other subjects to focus on just now).

:)

Calligraphy

It has now reached the time for my son to start calligraphy. It's just that age.

How did we get here?

He's been studying ancient civilizations for 2 1/2 years now, starting with Ancient Egypt and Old Testament peoples and branching out (and back and forth) from there.

He has also moved into the love of Medieval times: feudalism, knights, castles, magicians, dragons, valor, chivalry.

That was in history.

We incorporate art into all of our subjects, but he also does a program called "Christian Heritage Art" which has 6 lessons per "level" that are historically-based - recently he created his own coat of arms (and a few weeks later "updated" it to ensure it was an accurate portrayal of his life).

In language, we have recently reviewed the Great Lesson on the Story of Communication in Signs - he'd already been creating Hebrew, Egyptian, Greek and Chinese alphabets, among others.

Also in the area of language, his beautiful handwriting has become a bit... sloppy-ish. Yes, we Montessorians keep the children on lined paper longer than typically thought necessary because it helps to train the hand, but he was doing great with both types of paper...

but that is a sign.

It is all coming together (hint, hint: cosmic education - nothing is studied in isolation).


As part of his other studies, I finally pulled out the Book of Kells (we have two) for its historical value and for inspiration - and I purchased a book called "The Illuminated Alphabet: An Inspirational Introduction to Creating Decorative Calligraphy".
I also already have a calligraphy how-to set that I'm not altogether pleased with, but it does come with ink, pens with various nibs and markers.

I'll be honest - there is NO how-to calligraphy or how-to illumination book that is "perfect" - you'll have to find one or a small number that work for YOUR purposes. For my purposes I am in the process of creating calligraphy command cards similar to the Montessori geography command cards, biology command cards, etc. to take children through the process step-by-step - and then they have these other guides to expand or just provide some ideas for where their work can go.


And the child is inspired.

He is creating his own mini-version of the Book of Kells - and has been a boy on pristine behavior-run so that he can EARN the right to begin the early steps of calligraphy.

What BOY do you know wants to EARN the RIGHT to do calligraphy?

This is a Montessori child, through and through!


He has been studying the history of illumination (and has been allowed to "doodle" (embellish) his paper-works since he was 4), recognizes the similarities of European calligraphy with Chinese and other far-eastern cultures' writing styles, appreciates the historical "lack" of paper and how precious anything written was (not like today where you can buy a grocery bag of books at the library for $2), therefore appreciates calligraphy and illumination as the beautiful art-forms they are --- and he wants to participate in this long history.

Note on the sloppy hand-writing - it is generally sign, that if the other preparations have been made, the elementary child is ready to learn calligraphy as an historical "grown-up" form of writing. He is now participating with his ancestors. Not to mention that the first stages of calligraphy (shaded writing) require slow, careful control - so it brings more attention back to the hand and regular hand-writing should improve as well.

Top 25 Homeschooling Mom Blogs

My little blog was nominated! Wow! I am so humbled!

Come vote for my blog (and all the others you love so much! You can vote for more than one a day; and you can vote every single day!)


 


 Thank you! I'm in such lovely company!

Be sure to vote every day!!!

Adolescent Montessori Discussion Group - Erdkinder

With so much growth at the elementary level, we have more and more families looking to do Montessori at the adolescent ages at home as well. 


I am putting together a small online discussion group specifically for this age, with reading assignments on a suggested schedule, discussion topics and sharing of ideas and resources. Everything will be from a homeschool perspective, but classroom teachers are welcome and encouraged to join in as well. 


If you are part of our Keys of the Universe discussion board, you are already in! I will begin the official group June 21 in the adolescent section and Keys of the Universe participants have full access as part of their regular participation.


If you are not part of the Keys of the Universe discussion board, join us here:
Keys of the Universe Individual Album Support - Adolescent Montessori Discussion Group Access
One-time payment; life-time participation


We will begin June 21 in earnest; but join now so you're ready to go when I post the first discussion topic. 


The ideal participant:

• you have a child age 10-16 right now, with or without elementary Montessori experience
• you have an older child and would like to contribute from that perspective
• you have Montessori adolescent experience
• you have extensive other experience working with the adolescent group and you are familiar with Montessori principles; and want to apply those principles to the adolescent group

Anyone with any age child can be participate, but the earliest stages of this group will be better suited for someone in the field right now or very soon; or who has been there and can provide some insight, as we are going to share ideas, insights and develop resources as we go. 

If you are looking for something totally put together with all the answers handed to you - we're not there yet! This initial group is for those who want to explore and share, together. 

Goals - Main Topics:

• establish foundation of understanding of the adolescent age
• including their needs, tendencies; how to meet them
• difference between societal expectations and reality of needs and tendencies
• What if we provide all that Montessori suggested? What will happen?
• Compare our own experiences and work through personal barriers. 
• Establish the universal principles of an adolescent Montessori homeschool
• Lend support to filling in the specifics for each individual home
• Establish collection of resources for use by homeschooling families for this age

Already part of Keys of the Universe: no cost
Join separate from Keys of the Universe: $15 - permanent access




Outline of the discussion group is coming soon, but a general overview of each week follows: 

• Reading assignment will be posted to the group
• During your reading, note your reactions. 
• For the next day or so, observe around you and consider your past experiences - how do your experience match or contradict the reading? 
• Respond to the discussion board with whatever you are comfortable sharing. 
• Also respond with how you might respond to what you have explored in the reading and reflection. 
• Develop conversations on the adolescent age, such that we are working out the practical how-tos and what does it look like. 

Reading assignments: some will be posted on the group; and some will come from the book Childhood to Adolescence; other reading sources will be listed as soon as possible. You will want to purchase this book if at all possible. 

Come join us! 

Keys of the Universe Individual Album Support - Adolescent Montessori Discussion Group Access

See you there! 

Pollinator Week - Biology

Pollinator week is June 18-24 and we'll be doing what we can at our home. How about you?

We'll be continuing our balcony garden, as well as the gardening at our friend's home; and we'll be on a "Pollinator Hunt" all week to see what we discover. My son also wants to do some research to see what plants and insects/animals go together for pollination purposes.

He has already started our list for when we move into a house - he knows which plants he wants in order to attract certain butterflies for example ; )


Kids Discover
This great article has a list of resources for more information, as well as activities and background information.


When planning your pollinator-friendly garden, choose native plants whenever possible. The Pollinator Partnership has a native plant guide (http://pollinator.org/guides.htm) that tailors recommendations to your region. Plant a variety of species that will flower successively over the entire growing season.

Who Pollinates?

Lentils – bees and insects
Artichoke – bees
Figs – wasps
Honey – bees
Eggplant – bees
Onions – bees and flies
Garlic – bees and flies
Sesame Seed – bees, flies, wasps
Chili Peppers – bees
Sweet Potatoes – bees
Yellow Potatoes – bees
Garbanzo Beans – bees
Herbs – bees
Lettuce – bees and insects
Grapefruit – bees
Currant – bees
Avocados – bee, flies, and bats
Tomatoes – bees
Spinach – insects
Almonds – bees
Lemons – bees
Sugar Cane – bees
Cocoa – flies
Cherries – bees
Bananas – birds, bats
Vanilla – bees
Raspberries – bees
Strawberries – bees
Coffee – bees and flies
Tea – bees, insects, and flies
Cranberries – bees
Apples – bees
Tequila – bats
Oranges – bees

Find out more at Kids Discover 

Last Year in Lower Elementary - Singing the Blues

I am so happy - and so sad... My little boy is growing up!

He is entering into this last year of "lower elementary". While we use AMI albums and consider elementary a continuum from 6-12, there is a certain sense of moving forward in this next year that is the typical parental bittersweet moment ;)

For the first two years of lower elementary we have almost entirely just followed the Montessori albums, throwing in our own interests and my own requirements here and there. For the sake of our personal situation, I also have "traditional school" lesson plans on which we mark off accomplished skills and record attendance (our state only requires 180 days per school year of attendance). According to those plans, he finished 3rd grade back in January (of his normally 2nd grade year). Montessori just does that ;) And we have plenty of time to explore all his own interests! A year and a half of Ancient Egypt has been a bit much for me personally, but it has been GREAT for him!

For this third year, we'll have a bit more planning to do. I have pulled all the state standards for 3rd grade in our state. He is responsible, over the course of the next year, to ensure that he has all listed skills, knowledge and experience.

Occasionally items from this list might make it onto his weekly work plan, but mostly it will just be up to him every so often to check the list and decide how to proceed. If he knows something intuitively, he can just let it go, but knowing my son, he'll likely make a little booklet that demonstrates each skill listed on the standards. I will actually be surprised if this doesn't happen.

We're doing mathematics, language arts, science, social studies, art, and physical education (the last two only because he "wants" to - ok, fine ;) ).

Looking things over, the only areas he might be "missing" are contained within social studies, particularly local history. He will develop his own plan for going about the requirements, with my assistance. We'll head to the library for books and videos, then expand from there - he might make dioramas, art projects, timelines, charts, posters, lists, diagrams or who knows what. There are SO many ways to fulfill those requirements - and there is no one right way!

And for the record, it's not that local history is left out of the Montessori elementary albums - it is that local history MUST be developed by the local teacher and the students in conjunction with one another. Montessori history covers the framework within which to study history; and the details are left to personal research. Culture and all other aspects of social studies are covered in-depth.

As homeschoolers in our state, we do not HAVE to follow those standards; but I choose to follow the Montessori elementary albums in this regard; there is a focus on the local public school requirements in the 3rd year of lower and of upper elementary. I believe it will help to instill a sense of responsibility to and respect for local authorities, strengthen his work ethic, provide practice in a safe environment for the future when he has to do things he'd rather not do (without overwhelming him now), and set a sound pattern for a mature adulthood.


So here we are at a benchmark. Leaving behind the total freedom of primary; and the relative freedom of lower elementary; to embrace a year of outside requirements. Then we'll have two more years entirely to ourselves before we repeat at age 12 years.


Ok. Reality is that the public school requirements take an average of 5 minutes per week, if that! So this is just a mommy making a mountain of a molehill ;) Hehe.