I’m going to be very honest, and although some things I say might seem to be discouraging, I think having all the pros and cons will help people make more informed decisions. Throughout the post, I refer to different online resources, but I’ve kept all those links until the end. Here goes!

Where do I learn how to use the Montessori materials?

In order for children to use the materials correctly, adults need to use an album (also called “manual”) that has step-by-step instructions in it. Each time you show the child how to use a specific material, it is called a “presentation”. Presentations should be reviewed and practiced by the adult before working with the child. Even experienced Montessori teachers review their albums frequently before giving presentations.

Some websites have albums available online, offering step-by-step instructions for presentations. The drawbacks to online albums is that they are not always complete (they may give instructions for only a limited number of materials) and, you have to print each lesson out to have a hard copy. (Please see the end of this post for links to online albums).

Online albums can be a great resource, but I also recommend that any parent who is serious about homeschooling with Montessori purchase printed albums. I do not offer them myself; I would love to create my own albums but it’s an intense process that would probably take me several years of writing and research. Until then, there are high-quality, trustworthy albums available from several different sources. They can be pricey, but they are an extremely valuable resource. The best albums (like the ones I mention at the end of this post) include not only step-by-step instructions, but the theory behind the materials and lessons.

I also highly recommend that if at all possible, homeschooling parents take a Montessori certification class. These are available at training centers around the world, as well as online by reputable organizations. It can be quite a financial investment, but the knowledge gained is priceless. (See the end of this post for resources).

Do you offer instructions for your materials?

In the course of creating my materials, I have included very brief, basic instructions with most of them (the instructions are right in the material itself). However, these are not a substitute for the step-by-step, in-depth information that you would receive from an album.

Do your CD-ROM Collections include everything I need for a Montessori homeschool classroom?

My CD-ROMs do include almost all the printed materials you need for a Montessori classroom (of course, you have to print them!). No classroom – at home or at school – would have room for all of my materials if they were printed, laminated, cut, and put into containers. It would be hundreds and hundreds of printed pages (thousands and thousands of cards, once cut apart). Rather, materials can be printed as needed and then stored away when they are not in use.

However, there are many more materials needed for a Montessori classroom besides the printed ones – we refer to them as “wooden materials” since most of them are made from wood. I do not sell those. In a preschool (3-6) class, the ratio of wooden (or other hands-on) materials to printed should be about 80% / 20%. In an elementary classroom, that can be reversed. In elementary, the areas that truly need hands-on (wooden or bead) materials are math and geometry. Otherwise, printed materials can be used almost exclusively in every other area, sometimes with the addition of small objects or other hands-on materials to flesh out the work.

Does Montessori really work for homeschoolers?

The answer to this, very honestly, is yes and no. Many Montessori materials and ideas can be implemented in the home. Of that there is no doubt. The end result, however, is not going to be Montessori in its exact sense. Parents should not have the goal of re-creating an entire Montessori classroom in their homes, and really, it’s not necessary to do so. Montessori classrooms are created for use by a certified teacher working with a large number of children. Since that is not the situation with most homeschools, it’s more beneficial to create a small Montessori work area with whatever materials the child is using right at that time. (See picture: my son works with a homemade “Intro to the Decimal System” tray in our homeschooling area).

Can homeschooling with Montessori be done on a budget?

You can certainly decide not to spend a lot of money, and instead make or borrow materials. Some people homeschool using Montessori principles (like following the child and encouraging independence) but refrain from using the materials because of their cost. Certainly, traditional homeschooling can be done inexpensively. I have heard many stories of families who buy used textbooks and visit the library frequently; they spend very little on actual homeschooling supplies. But I would say that true Montessori homeschooling differs from this approach.

However, I don’t recommend buying thousands of dollars of materials right at the beginning. Start small; buy a few things, make a few things, and always be on the lookout for sales, specials, and things you can buy at yard sales, garage sales, and resale shops. eBay is also a great source of less expensive (although often lower in quality) new and used Montessori materials.

Can I mix Montessori with other approaches?

Many people choose to add Montessori to the mix of traditional homeschooling, Charlotte Mason, Waldorf, or other educational method. This is certainly a valid choice. Each homeschooling parent will have to decide just how Montessori will work for them. Will they use Montessori only? Will they use traditional textbooks and workbooks, and bring some Montessori materials into that situation? Will they mix Montessori with other non-traditional methods of education? It will look different for every family, and that’s okay. It may also evolve as you grow and learn with your children.

What if I try Montessori and it doesn’t work for me?

Some people try doing Montessori in the home and find that they don’t work for their family. That’s fine. There is no doubt that the Montessori method is a valid one, but when you use only parts of it at home, you may find that they do not work out for you. Perhaps the cost is prohibitive, or the mix of ages you have in your home make using the materials difficult.

Please do not feel guilty or feel like a failure. What I do recommend – rather than giving up right away – is taking some time to evaluate what you’ve done so far and what changes can be made. Maybe you need to do a little more research on your own time, reading up on Montessori theory and practicing presentations. Maybe you need to limit the amount of time spent with Montessori materials each day, putting the materials away when you’re done. Maybe some of the materials can be saved until children are older or in a different learning stage. Keep observing and refining until you find a balance that works for your family.

What are some common missteps to avoid?

There are two that I think are very important. The first is to buy or make too many materials right away and then not have the space to store them or time to learn how to use them. In the Montessori Basics posts, I have lists of recommended materials for three of the age spans: toddler, primary (3-6), and elementary (6-9). (See links at the end). This should be the starting point for any Montessori homeschooler. Less is always more.

Second, I think that many homeschoolers present work before the child is ready for it, or in the wrong sequence. In a Montessori classroom, the child will progress naturally from one work to the next so that when they do more advanced work, they have a solid foundation. At home, there is the temptation to buy one material and show the child how to do it without the child having done all the other materials leading up to it. Naturally they are overwhelmed and unable to do the work. That leads to the feeling that Montessori “isn’t right for our family”.

Okay, how do I know what work to do and when?

This is another way that albums come in handy. Albums are arranged with the work in order of difficulty, so that one work follows another. Another way to know the sequence of work (and keep track of it) are through the Comprehensive Lists that I offer at my store. I recommend printing one for each child and using it both as a checklist (to keep track of what you’ve already done) and as a way to know the sequence of the materials.

To know when your child is ready for a certain material, you can look at several different factors. First, what material has your child already completed successfully? What types of materials interest your child and hold their attention? In what areas do they need some more reinforcement? What kinds of activities do they seek out on their own? Careful observation will help you determine the right material to do next.

Helpful Links:

Online Albums (Manuals) & Sequence of Materials:

Shu-Chen Jenny Yen’s Online Albums
Montessori World Educational Institute
Comprehensive Lists of Materials and Concepts

Printed Albums (Manuals):

The Ultimate Post About Montessori Albums – an overview of available albums
Teacher Manuals from Montessori Research & Development
Manuals & Guides from the North American Montessori Center
Guides for the Montessori Classroom from New Child Montessori

Training Centers:

Montessori Training Centers List – from The International Montessori Index
Teacher Education Programs – affiliated with the American Montessori Society (AMS)
Teacher Education Programs – affiliated with The Association Montessori Internationale (AMI) (click “Training” at the top of the page)

Online Training Programs (as of yet, online programs are not certified by AMS or AMI, but that may change in the near future; they are still a wonderful source of information):

North American Montessori Center – Global Distance Learning
United Montessori – Global Distance Learning
World Wide Montessori Online Training

Montessori Materials:

Montessori Basics 3: Ultimate Guide to Montessori Materials & Links

Tutoring Help

Tutor Hunt

Recommended Books:

Montessori Basics 2: A Guide to Montessori Books – a complete list of helpful Montessori books, including many for parents and/or homeschooling parents

Essentials for Each Age Group (I don’t have a list for 9-12, but if anyone has that info and wants to share, I’m happy to post it!):

Montessori Basics 5: Essentials of a 3-6 Classroom
Montessori Basics 6: Essentials of a 6-9 Classroom
Montessori Basics 7: Essentials of a Toddler Classroom

If you are considering homeschooling with Montessori, please take the time to thoroughly read all of the Montessori Basics posts and all of the Homeschooling posts. They contain a wealth of helpful information.

If you have any info, tips, or suggestions to share – or questions, too – please post them in the comments below (click “Your thoughts?”) so everyone can benefit. Thanks!

When Dr. Montessori developed her sandpaper letters, she was delighted to discover that small children could absorb these skills with great ease and pleasure. Her moment of revelation came in realizing she only needed to let children touch, with their fingers, the letters of the alphabet, for them to start comprehending exactly how each letter is formed. This is really an exercise in observing design, and children enjoy getting to feel the slightly rough surface of basic Montessori sandpaper letters.

How to use the sandpaper letters

In the classroom or homeschool environment, you can begin by offering the child a selection of three letters. Present one of the letters first, and demonstrate tracing the letter with two fingers while you say the sound of that letter. It’s important to make a distinction between the names of the letters and their sounds. Rather than saying, “This is B”, you want to give the sound of the letter, as in, “buh”.

After your demonstration, let the child trace the letter several times while they pronounce its sound. After several repetitions, give the second letter with its spoken sound, and so onto the third. Finally, set all three letters before the child and let them trace and verbalize each one if they can. Make a record of which letters or sounds have been perfected so that you can keep track of their progress.

Many instructors advise making sure that all of the vowels are among the first 1/2 of the letters given to a child in this way. When we learn vowels, we are well on our way to having the tools we need to form words. The above work will enable the children not only to master recognition of the forms and sounds of each letter, but the act of tracing with the fingers puts them just one step away from being able to reproduce those tracings with a writing implement!

Further exercises with letters

The North American Montessori Center makes some good suggestions for promoting further confidence with the designs of the alphabet. For example, allow the child to take the sandpaper letters over to a tray of cornmeal where he can trace the forms right into the grain. Or, let the children form the letters out of dough or clay. A nice group activity involves letting a small group of children who have been introduced to the same number of letters play a game that is rather like Concentration. Let them put the letter cards upside down on a mat. In turn, each child knocks on the back of a card, saying, “Knock-knock. Who’s there?”. When the letter is turned upright, the child identifies the sound of the letter that appears.

If your progress chart indicates that the child is feeling confident about some letters but not others, it’s time to go back to the original demonstration of those letters for review and more practice.

What sandpaper letters should look like

The letters should be cut of finest grade sandpaper, and care should be taken, if you are making them yourself, that the letters are accurately shaped. Each letter is then securely glued to a hard cardboard card. Generally, consonants are mounted on pink cards and the vowels on blue ones. (Photo courtesy Alison’s Montessori.)

There remains an interesting debate within the Montessori community as to whether it is better to offer print or cursive-style letters first. This may vary given your own experience or preferences. For more information on print vs. cursive, please see this post: Cursive vs. Printing: Is One Better Than the Other?. Whether you start with printing or cursive, most Montessori instructors do agree that the lower case letters should be given before capital letters.

Important notes

The sandpaper letters are truly one of the most innovative Montessori materials. They are the key to unlocking the wonderful world of words. Sandpaper letters put the skill of reading and writing at the child’s fingertips – literally!

When Maria Montessori began working with the children in the first Casa dei Bambini (Children’s House), she gave them sandpaper letters to trace while saying the correct sound. She didn’t do any specific work in the area of reading, but almost effortlessly, the children began to read. Italian is a very phonetic language (words are spelled the way they sound), and once the children knew the sounds, they could read.

After the Montessori method was brought to the United States in the 1920s, it was clear that another approach was needed to teach reading and writing in English. While there are many phonetically spelled words in English, there are even more that use “phonemes”; that is, groups of letters that create distinct sounds when combined. For instance, “ough” can make several sounds, as in “through” or “bough”. These sounds need to be memorized; they can’t be sounded out phonetically.

The Pink, Blue, and Green Series materials were developed to meet that need. They break down the essentials of English phonics into three groups: short vowel sounds, consonant blends, and phonetic combinations. By moving through these materials in order, a child is able to easily master the art of reading and writing in English.

The Pink Series materials are where it all begins. Pink Series words consist of three letters: a beginning and ending consonant, and a vowel in the middle. All of the vowel sounds in this series are short vowels: “a” as in “cat”; “e” as in “bed”, “i” as in “pig”, “o” as in “hot”, and “u” as in “bus”. The letter “y” is not included in this grouping.

After mastering the Pink Series, the child is ready to move to Blue Series words. These words consist of consonant blends (at the beginning or end of the word, or both), and a short vowel sound. Examples would include “flag”, “mend”, and “clock”. There are about 20 different blends, if you include doubles like “ll” and “ss”. The child may work on this step for quite awhile, as there are hundreds of words that fit into this scheme (see picture for an example of Blue Series matching cards).

Once the Blue Series words have been mastered (essentially, that means the child is familiar with all the blends and can spell most Blue Series Words), they are ready for Green Series. The Green Series is where reading fluency really begins, as the child now has the keys to unlock the inconsistencies and idiosyncrasies of the English language.

The Green Series words consist of all the major phonemes, for example: “ai”, “ou”, “ie”, and “ow”. It also includes vowel combinations with a consonant in the middle, like “a_e” or “i_e” where the “_” is a consonant. These would be words like “cake” or “mice“. It includes silent letters, hard and soft letters, and many other difficult spelling and reading challenges. There are about 40-50 different sound combinations in this group.

There is a huge variety of Pink, Blue, and Green Series work. Common ones include matching cards, rhyming cards, using the movable alphabet to spell words, cards with lists of words for spelling or reading practice, and word cards with matching objects. Materials differ by classroom and teacher and most Montessori companies have their own personalized sets of materials that are all slightly different.

Pink, Blue, and Green Series materials are easy to make at home; for suggestions, check out this post:

What Can You Do With the Language Basics?

The Montessori toddler classroom will be made up mostly of Practical Life materials, with many “pre-Montessori” materials that are typically used with this age group even in non-Montessori settings (puzzles, stringing beads, etc.) Cultural lessons are generally included in the language part of the classroom; this would include learning about weather, the calendar, and basic names of objects in the classroom and in nature.

As you read this list, you may be thinking, “But Lori, how do I use all these materials? And where can I find them?” Please look at the end of the list, where I show resources for finding toddler albums, lessons, and materials. I’m including every toddler resource that I know about, including some great blog posts; if you know of others, please email me.

General Equipment:

1. Long, low shelves
2. Small table and chairs
3. Table mats (placemats) and small rugs
4. Plants, artwork, and a pet to care for
5. Age-appropriate books, musical instruments, and art supplies

Practical Life:

1. Control of Movement
   a. Pouring, Scooping, & Spooning work
   b. Transferring work (both for whole hand and fingers)
   c. Sorting (colors, shapes, sizes)
   d. Stringing Beads & Lacing Cards
2. Care of Person
   a. Dressing Frames
   b. Folding (napkin, washcloth)
   c. Scrubbing and Washing
3. Care of Environment
   a. Sweeping and Mopping
   b. Polishing
   c. Dusting

Sensorial:

1. Pink Tower
2. Small Cylinder Block Set
3. Color Tablets Box 1

Language:

1. Wooden Puzzles of all kinds
2. Matching Work (picture/picture, object/picture, etc)
3. Picture Sequencing
4. Sandpaper Letters
5. Classification Materials

Math:

1. Sandpaper Numbers
2. Stacking and Nesting Cubes
3. Number blocks and puzzles
4. Sorting and Counting Materials

Toddler Resources:

Montessori Research & Development: Toddler Albums
Montessori for the Earth Online Toddler Program
Montessori Services (Practical Life Materials)
Little Red Robin (a wide assortment of infant and toddler Montessori materials)

Helpful Blog Posts:

Sweetness & Light Blog: Toddler Carnival
Three Plus Two Blog: Toddler Environment
Three Plus Two Blog: More About Toddlers
Montessori for Everyone Blog: Toddler Language

1. Sturdy table or open floor where work can be done
2. Shelves for holding the work
3. Work rug and a table mat (placemat)
4. Clipboard, writing paper, and sharpened pencils
5. Plants or artwork for the school area
6. A pet for the child(ren) to take care of

Essentials for Language:

1. Pink, blue, & green series materials
2. Word study materials
3. Movable alphabet

Essentials for Math:

1. Addition strip board, charts, & equations
2. Subtraction strip board, charts & equations
3. Box of bead bars (the largest you can afford)
4. Large & small number cards
5. Math symbols (+, -, x, ÷, >, =)

Essentials for Geometry:

1. Geometric solids
2. Plane & curved shapes cards
3. Basic geometry nomenclature cards

Essentials for Botany & Zoology:

1. Living/non-living cards or objects
2. Vertebrate nomenclature cards (mammal, bird, fish, reptile, amphibian)
3. Botany nomenclature cards (plant, flower, root, seed, fruit, leaf)

Essentials for History & Geography:

1. Land & Water Form nomenclature (with definitions)
2 Globe & Continent map (or puzzle)
3. Parts of the Earth cards
4. Calendar and seasons work

Essential Teacher Tools:

1. Comprehensive List for 6-9
2.Montessori R & D 6-9 Albums

How to use these essential materials:

1. What Can You Do With the Language Basics?
2. What Can You Do With the Math Basics?

Many times people ask me what the very basic items are that are necessary for a 3-6 classroom. This can be a parent who is looking to homeschool with Montessori, or a teacher or director who is opening a new classroom. This list is flexible, and should be modified to fit the specific needs of a home or school. It’s just a starting point, and materials can always be added as needed.

So, here are the very basics of a 3-6 classroom setup:

Essential General Equipment:

1. Child-sized table and chair
2. Rug (flat, off-white) and table mat (cloth placemat)
3. Pencils and paper
4. Plants, animals (pets) and artwork
5. Age-appropriate books of all kinds

Essentials for Practical Life:

1. Pouring, spooning, tweezing, and tonging work
2. Cleaning equipment (child-sized broom, sponge, scrub brush, etc.)

Essentials for Sensorial:

1. Pink Tower
2. Red Rods
4. Color Tablets – Box 1

Essentials for Math:

1. Spindle Boxes
2. Sandpaper Numerals
3. Cards & Counters
4. Golden Bead Set

Essentials for Language:

1. Matching Cards
2. Sandpaper Letters
3. Movable Alphabet Set

Essentials for Cultural:

1. Globe and world map puzzle
2. Nomenclature Cards (plants, animals)
3. Land and Water Forms (cards, clay, and water)

Essentials for Art and Music:

1. Musical instruments (rhythm instruments)
2. Art supplies including paint, scissors, glue, crayons, etc.

Essential Teacher Tools:

1. Comprehensive List for 3-6
2. Montessori Play & Learn by Lesley Britton
3. Shu-Chen Jenny-Yen’s Online 3-6 Albums
4. MTC Online 3-6 Albums

Many thanks to Hanya, of My Montessori House, for the original list of 3-6 essentials.

Absorbent Mind: Montessori believed that children from ages 0-6 had an absorbent mind; that is, they were literally absorbing the sights, sounds, words, and impressions that were all around them. During this time period, they learn without any effort or exertion.

casa dei bambini: This Italian term is literally translated as “children’s house”. It was the name of the first school that Montessori started, back in 1907. The term has come to represent the 3-6 classroom, indicating a beautifully prepared environment containing all the materials necessary for a child’s development.

Control of Error: In order to allow for work to be completed independently, most Montessori materials (especially those in Practical Life) contain a built-in control to let the child know whether or not the work is being done correctly. For example, a sorting work will have the same number of items in each category; if the items are sorted incorrectly, the number of items in each category will be uneven.

Director/Directress: Montessori preferred to use these terms rather than “teacher”. The idea is that the Montessori directress is a guide; someone who gives children the tools they need to teach themselves, rather than actually teaching. These terms are still used today, although you will often hear “teacher” used as well, for clarity when talking to non-Montessorians.

Exercises of Practical Life: These exercises have been carefully developed to guide the child through learning the tasks of daily life. They include common household tasks like sweeping and scrubbing, as well as the development of fine motor skills through pouring and spooning. They are the basis of the 3-6 classroom, and help the child develop the important skills of concentration, attention to order, sequencing, and language.

Human Tendencies: Montessori believed that all people share some basic tendencies. Among these are exploration, work, communication, repetition, mastery, and perfection. They are seen across all cultures and countries. They are the driving force behind the development of culture and civilization.

Planes of Development: The four planes (or phases) of development are stages that children move through from complete dependence to independence. The first plane, infancy, includes 0-6 years of age. During this time, the child’s subconscious mind is absorbing everything around him. The next phase, childhood, occurs between ages 6-12. This time is one of conscious learning, as a child begins to explore the world.

Adolescence, from 12-18, encompasses the next plane. During this time, there is some upheaval as the child develops rapidly. This is in contrast with childhood, which is characterized by steady and reasoned activities. After this stage, the young adult enters maturity from 18-24 and can begin to find out how they fit into the world around them.

Prepared Environment: Maria Montessori observed that children’s learning could be facilitated by an environment that was thoughtfully prepared, rather than randomly assembled. Facets of the prepared environment include work that is organized on shelves by curricular area, in order of difficulty. The work must also be complete, attractive, and accessible to the children.

Purposeful Movement: In Montessori, the child is given work to do that involves physical movement. The movement is not superfluous to the work; it is part of the work. In this way the motor skills are developed and strengthened.

Sensitive Period: According to Montessori, children pass through stages where they are more readily able to absorb information than at other times. Children have sensitive periods for order, language, refinement of the senses and large motor skills, small objects, and social behavior. All of these periods take place during the 0-6 year plane of development.

Some helpful references:

A Montessori Dictionary from Bright Water Montessori
Montessori Sensitive Periods – Wikipedia article

Montessori Wooden Materials:

Alison’s Montessori
Materials Company of Boston
Cabdev Montessori

Montessori Printed Materials & PDFs:

Montessori for Everyone
Montessori 123
Priority Montessori

Montessori Practical Life & Sensorial Materials:

Montessori Services
Michael Olaf

Other Montessori Items:

My Montessori House – Phonics Videos
Montessori Greeting Cards
New Child Montessori – Guides for the Montessori Classroom

Online Lessons & Presentations:

Shu-Chen Jenny Yen’s Online Albums
Montessori Great Lessons
Montessori World Educational Institute

Free Downloadable Materials:

Montessori for Everyone
Montessori by Hand
Enchanted Learning

Helpful Websites:

Homeschooling from A to Z
MontessoriMom
American Montessori Society
Association Montessori Internationale

Additional Materials & Educational Toys:

Online Science Mall
Brighter Starts
Oriental Trading Company

For Parents:

Montessori Play & Learn: A Parent’s Guide to Purposeful Play from 2 to 6 by Lesley Britton
Teaching Montessori in the Home: the Preschool Years by Elizabeth Hainstock
How to Raise an Amazing Child the Montessori Way by Tim Seldin
Basic Montessori Learning Activities for Under-Fives by David Gettman
Montessori Read and Write by Lynne Lawrence
Montessori from the Start by Paula Polk Lillard & Lynn Lillard Jessen

Special Needs:

Children Who Are Not Yet Peaceful: Preventing Exclusion in the Early Elementary Classroom by Donna Bryant Goertz
Autism: A Montessori Approach – Program Tracking Manual & Curriculum Guide by Michelle Lane

Books by Maria Montessori:

The Montessori Method
Dr. Montessori’s Own Handbook
The Discovery of the Child
The Secret of Childhood
The Absorbent Mind

Biographies:

Maria Montessori: Her Life and Work by E.M. Standing

Montessori Theory:

Montessori in the Classroom by Paula Polk Lillard
Montessori: A Modern Approach by Paula Polk Lillard
Montessori Today by Paula Polk Lillard
The Essential Montessori by Elizabeth G. Hainstock
Montessori: The Science Behind the Genius by Angeline Lillard

The first post in the series will be on the 3-period lesson. We often hear this term but it’s nice to go back and clarify exactly what it means.

A general definition: A 3-period lesson is a way of teaching nomenclature (vocabulary) to children using 3 stages that gradually increase in difficulty. It is not used with math material except to teach the names of numbers (both quantity and numerals). The 3-period lesson is most commonly used in preschool (3-6) but may occasionally be used in elementary (6-9).

Some preliminaries to keep in mind:

1. Make sure the work is complete before bringing it to the rug
2. Make sure you are familiar with the vocabulary words involved
3. Make sure you are presenting to a child who is ready for the work
4. Choose a place and time that is free of distractions

Bring the work to the rug and set out the map/nomenclature cards/sandpaper numbers or letters that you’d like to work with. For a young child, 3-4 new items at a time may be enough. Better to do too few at first than too many. In this case, we are wanting to teach the word “leaf”, so we want either a real leaf or an isolated picture of a real leaf.

Period 1: Naming

In this step, the desired vocabulary word is isolated (e.g., “cube”, “North America”, “seven”). In this case, say “This is a leaf” and repeat the word several times while pointing to the appropriate item or card.

Period 2: Association/Recognition

In this step, the child is called upon to show you the appropriate item or card. You should not indicate which answer is correct. Simply say, “Show me the leaf” and name the vocabulary word.

Additionally, you should begin with the last object or card that you ended with in Period 1. If the material is sandpaper numbers/letters, in this step the child may trace and say the number/letter after identifying it correctly. If the child is unable to identify the correct item or card, go back to Period 1, pointing to the correct item and saying the word.

Period 3: Recall

Now, you will point to an object or card and ask, “What is this?” The child will need to recall the name. If the child cannot recall the name, you may give them a hint by saying the beginning sound of the item. If necessary, return to Period 2.

These three steps may not happen all at one time. A child may proceed through Periods 1 and 2 and then not be able to complete Period 3. The next time you work with the material, they may be able to start right with Period 2 and move to Period 3. It’s different for each child. Some will need to repeat the steps more than others. The need for repetition is important for mastery, and should not be seen as something negative on the part of the child.