Phonetic Object Box
Materials:
Box or basket marked "1"
10 objects whose names are spelled phonetically and without phonograms
Single-word slips of paper, pencil, underlay (teacher’s writing materials)
Prepared slips for each of the objects written in print for individual work
Purposes:
Introduction to reading as a means of communication without the spoken word
To help the child realize that the graphic symbols of the sounds for a written word have meaning
Age: 4 and up.
Preparation: The child will be observed spontaneously trying to read text. Typically, it will be their Moveable Alphabet
Presentation:
Invite the child for a lesson on the Phonetic Object Box, show them how to carry the material, return it to the shelf and ask the child to bring it to a table. You will bring the teacher’s writing materials.
Open the box and remove one object at a time as you ask the child to name it. Place each object at random on the table.
Remove the paper, pencil, and underlay (optional) from the teacher tray.
Tell the child you are thinking about one of the objects and you will write them a message, so they know which one it is.
As close to in front of the child as possible, write the name of one of the objects onto the paper in cursive with the letters connected.
Pass the label to the child.
Help the child sound out the word by pointing to each sound as the child says it. Repeat going a little faster each time until the child blends the sounds to form the word.
When the child discovers what the label says, have them find the object and place it with the label at the top left side of the table.
Repeat for all the objects, having the child lay them paired with their label down the left side of the table.
Remove the labels and mix them up.
Invite the child to match them again and fade and observe.
When the child is complete, show them the prepared labels so they can do this work without needing you to write labels. Show the child one to read to see how they make the transition to reading print. They might need a little support.
Note: If the child is struggling in making the connection from cursive to print: make a chart on a strip of paper with the print letters on the top edge and the matching cursive letter directly below. This can become a resource for the child.
Take the handwritten labels with you and tell the child you are saving them for later to send home.
Note: Parents get very excited to see any work tied to the child’s emerging reading. Sending the labels home right away may result in the parent putting unnecessary pressure on the child to read. Reading the labels out of context from the lesson removes a critical support that the objects offer in helping the child determine what the label says.
Control of Error:
When the last label does not match the final object.
Following Exercises:
Rotate the Objects: Try to do this frequently so the child always has something new to discover and read. The skill of synthesizing words takes time to build and we want to encourage practice.
Phonetic Word Cards: Keep an assortment out for the child to read and rotate them frequently. The cards should feature words of varying lengths.
Rhyming Words: Offer sets of rhyming cards with 6-8 cards per set. A single word on the front of the envelope can indicate all the words in the set rhyme with it.
Phonetic Labels: Write labels for phonetic items in the classroom for the child to place or bring to a table/rug. Make a set of prepared labels for the child to do this work independently.
Phonetic Commands: Individually or with a small group, write phonetic commands for the children to carry out. Example: pick up a rug. Make a set of prepared labels for the child to do this work independently.
Phonetic Word Charts: Post phonetic word lists in the room. Place them in locations where children typically wait such as the waiting area for the restroom.
Pedagogical Notes:
The exercise emphasizes reading as silent communication.
Always write in front of the child. (This takes practice because you are writing at an odd angle) Children are excited to figure out what we are writing as we compose the word and often try to sound it out as the letters are formed.
Have a couple that shares the first beginning sound. This way if a child guesses based on the first letter of the slip, there is more incentive to figure it out.
Do not use leveled reader series. Reader series takes away from the Montessori reading program. The children get caught up in progressing through the numbered books and lose the excitement of reading for the sake of reading. You can find nice booklets, or make some that are phonetic in nature, and reflective of reality.