SEQUENCE OF MONTESSORI WORK

PERIOD ONE
[Early Practical Activities, introductory Sensorial, Culture, and Language Activities, no Math]
Practical:
- Pouring beans between two jugs
- Opening and closing containers
- Buttoni- Buttoning
- Buckling
- Other simple dressing frames
- Carrying and laying floor mats and table mats
- Saying Thank You
- Other early grace and courtesy work
- C Carrying a tray
- Lifting, carrying and putting down a chair at a table
- Climbing and descending stairs
- Walking on the line
- Folding
- Hanging clothes on a hook
- Brushing hair
- Dusting
Sensorial:
- Cylinder blocks
- Pink tower
- Color tablets, box 1
- Presentation tray of geometric cabinet
- Sensitizing the fingers
- Touch boards
- Presentation 1 of geometric solids
- Stereognostic bags
Language:
- Classified pictures, exercise 1
- Classified pictures, exercise 2
- Speech
- I Spy, Stage 1
- I Spy, Stage 2
- I Spy, Stage 3
- Book corner and library
Mathematics:
- None
Culture:
- Land and Water

PERIOD TWO
[Building fundamental skills in all subject areas except Math, concentrating on sight and touch in
Sensorial work]

Practi
Practical:
- Pouring water from a jug
- Medium difficulty dressing frames
- Simple braiding of rope or yarn
- Laying a table for a meal
- Polishing brass, glass surfaces, shoes or furniture
- Washing hands
- Washing cloths
- Scrubbing a table top
- Sweeping sawdust
- Brushing clothes
- Foldin
- Folding clothes
- Hanging clothes on a hanger
- Handling a book
- Asking for and receiving scissors
- Greeting people
- Kindness to visitors
- Being silent
Sensorial:
- AdvSensorial:
- Advanced cylinder block exercises
- Brown stair
- Red rods
- Color tablets, boxes 2 and 3
- Geometric cabinet, exercises 1 4
- Binomial cube
- Blindfold
- Tactile tablets
- Later geometric solids presentations
- Stereognostic bags
- Sorti- Sorting grains
- Sound boxes
- Preliminary presentation of bells
- Three-stage lesson on the names of the sensorial qualities
Language:
- Classified pictures, exercises 3 and 4
- I Spy, stage 4
- Single-letter sandpaper letters, exercise 1
- Metal insets
- Speech questioning
Mathematics:
- None
Culture:
- Land and Water exercises

- First maps
- Places classified pictures
- Classification by leaf, preliminary work
PERIOD THREE
[Developing more advance Practical skills, concentrating on other senses in Sensorial work,
completing preparatory work in Language, fully entering Culture work, starting Math]
Practical:
- Pouring water from a jug
- Pouring water through a funnel
- Bows, la- Bows, laces, and other difficult dressing frames
- Advanced braiding, then plaiting hair
- Tying a tie
- Simple cooking chores
- Ironing
- Making beds
Sensorial:
- Geometric cabinet exercises 5 8
- Constructive triangles
- Square of Pythagoras
- Trinomial cube
- Trinomial cube
- Fabrics
- Thermic bottles
- Baric tablets
- Presentations of bells
Language:
- Double-letter sandpaper letters, exercise 1
- I Spy, stages 5 and 6 frequently
- Exercise 2 with all sandpaper letters
Mathematics:
- Nu

Mathematics:
- Number rods, exercise 1
Culture:
- All maps
- Places picture folders
- Past and present
- Stories about the past
- Air
- Water
- Magnetism
- Classifying animals

- Classification by leaf
- Parts of animals
- Parts of plants

PERIOD FOUR
[Advanced Sensorial activities, early Language reading and writing, Mathematics Group 1 and starting
Group 2]
Practical:
- Responsibility for certain daily Care of the Environment duties
- Helping and advising younger ones in a group
Sensorial:
- Geometric cabinet, exercises 9 and 10
- Thermic tablets
- Mystery bag
- Visual work with blindfold
- Bells exercises 1, 2, and 3
- Tasting cups
- Smelling boxes
Language:
- Movable alphabet
- WritinLanguage:
- Movable alphabet
- Writing individual letters
- Writing families of letters
- Positioning letters on lines
- Sandpaper capitals
- Box 1 of object boxes
- Action cards
- Box 2 of object boxes
- Reading folders, exercise 1
Mathematics:
- Number rods, exercise 2
- Sandpaper numbers
- Number tablets (with the number rods)
- Spindles
- Numbers and counters
- Memory play
- Limited bead material
- Number cards
- Function of the decimal system
- Fractions
Culture:
- Gravity
- Sound
Culture:
- Gravity
- Sound

- Optics
- Places artifacts

PERIOD FIVE
[Further development in Language reading and writing, essence of counting, adding, subtracting, and
multiplying in Math]
Practical:
- Assisting with group activities
- - Attending to visitors
- Comforting other children
Sensorial:
- Knobless cylinders
- Bells, exercises 4, 5, and 6
Language:
- Matching and writing capitals
- The alphabetic sequence
- Writi- The alphabetic sequence
- Writing copies
- Puzzle words
- Reading folders, exercise 2
- Classified reading
- Environment cards
- Articles
- Adjectives
- Conjunctions
-P
- Prepositions
- Verbs
Mathematics:
- Formation of complex numbers
- Introduction to teens
- Introduction to tens
- Unlimited bead material (Addition, subtraction, and multiplication)
- Counting
- Stamps (Addition, subtraction, and multiplication)
- Dots
- Fractions exercises
CultuCulture:
- Plant life cycles
- Timeline

PERIOD SIX
[Advanced Language work, basic division and arithmetic memory work in Mathematics]

Practical:
- Serving snacks and meals
- Subtle etiquette
Sensorial:
- Advanced bells work
Language:
- Margins
- Punctuation cards
- Reading folders, exercises 3 and 4
- Adjective matching
- Detective Adjective Game
- Adverbs
- Command cards
- Adverb matching
- Verb games
- - Plurals
- Feminine and Masculine
- Root word charts
Mathematics:
- Unlimited bead material (Division)
- Stamps (Division)
- Addition and Subtraction Snake Games
- Addition and Subtraction Strip Boards
- Multiplication tables
- Multiplication bead board
- Addition, Subtraction and Multiplication charts
- Advanced work with fractions
Culture:
- Reading classified cards in Geography, Nature Studies and History
- Fact books from the library

PERIOD SEVEN
[Application activities in Language, abstraction in Mathematics]
Practical:
- Helping the Director prepare the environment
Practical:
- Helping the Director prepare the environment
- Presenting practical activities to younger children
Sensorial:
- Presenting sensorial activities to younger children
Language:
- Written questioning
- Free writing
- - Reading folders exercise 5

- Reading analysis
Mathematics:
- Unit Division Board
- Division Charts
- Short Bead Frame
- Hierarchies
- Long Bead Frame
- Simple Division
Culture:
- Definition stages of Classified Cards in Geography, Nature Studies and History
- Field nature observation work
Po
I did my training course a few years ago and use my folders to remind me when need be! Not very
helpful!!! I would say as a general rule always start by reminding the child what they already know and
then adding a little more to that. For instance if you were presenting the seguin board A for the first
time (also known as the teens board). You would start by asking the child to count the beads on a 10
bead bar and tell them there are always 10 beads on the golden bar and they never need to count it
again. Then introduce the numbers 11, 12 and possibly 13 with the beads only. When they've got up to
19 with the beads then do the same with the board - what is this number - 10 - that's right and waht is
1 more than 10 etc. Always building on secure knowledge. That goes for everything. If it is something
completely new it is still being introduced beIf it is something completely new it is still being introduced
because the child is ready for it and there will be an expereince in his/her past that will relate to it.
Don't know i
cause the child is ready for it and By the way - one more thing! Although the periods are
roughly right it is possible to get a child who can read well but not be able to count 1
object each time he points to an object. That would put him in 2 very different periods for
literacy and Maths. While I would be trying to get the maths caught up with the literacy it is
important to accept that all children have a preference one way or another (as we all do)
and the stronger subject may always be ahead of the less favourite one. The trick then is
to try and introduce exercises that complement and extend the child in their less strong
area so that the gap is lessened. An example of this would be having practical lfe
exerciese with as many steps as the child can cope with that must be done in that order shoe cleaning or table scrubbing for example to help the maths need for order and
counting. I would also introduce things like an old phone and a diary and pencil for
number recognition and use. This kind of thing doesn't seem to come up in the online
albums but is what happens in the classroom!
February 7, 2009 at 12:42 PM

Carla said...
Hi Jennie,