matching objects to pictures

One of the principles of Montessori education is to move from concrete to abstract.  First, Elise matched objects to objects, now she's matching objects to pictures, and soon she'll be matching pictures to pictures...

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Why matching?

Matching supports the development of visual discrimination, 

which is an important reading skill.

Matching can also enrich vocabulary,

especially if the items being matched are related.

Matching provides experience in 1-1 correspondence,

which is a critical math skill.

Matching also requires problem solving;

the visual disharmony of mismatched items provides a control of error.

Oh, and there's just something so interesting 

about seeing two items that are exactly the same, right?

Whew!  Ready to match objects to pictures?

Here we go!

^^ "Hey!  I have that!" - matching familiar items to catalog photos ^^

^^ matching Rosie to photos of Australian Cattle Dogs in The Ultimate Dog Book 

- Elise finds this mach a lot! ^^

^^ real-life matching - We bring field guides on all our walks. ^^

^^ matching vintage fake fruit to fruit cards from Montessori Print Shop

 - The fruit was leftover from a Carmen Miranda costume, but real fruit would work, too! ^^

^^ matching familiar items to laminated photos ^^

^^ matching farm animal figurines to Moo ^^

^^ matching North American mammal figurines to postcards ^^

^^ story props - matching percussion instruments to My Family Plays Music ^^

^^ matching rings to their color-coordinated silhouettes 

- I made the cards by tracing each ring on paper and filling in the outlines with colored pencil ^^

^^matching dishes and utensils to a Montessori-inspired placemat

- I made the placemat by tracing Elise's dishes and utensils on construction paper and aluminum foil.  After cutting them out, I glued them to poster board and attached contact paper. ^^

^^ matching miscellaneous items to the silhouettes in Black & White ^^

 ^^ Black & White is an accordion-style book, so after matching the first side, Elise flipped it over and scavenged around the house for items to match the other side! ^^

^^ matching the pieces of a shape puzzle to their color-coordinated outlines ^^

^^ matching cooking utensils to their outlines ^^

^^ Elise found this matching activity on her Language shelf before I had the chance to present it to her, 

but she knew exactly what to do!  :) ^^

Still looking for more matching objects to pictures inspiration???  

• This was one of my favorite diy materials from my teaching days: a matching objects to pictures collage!
• I think this matching objects to pictures idea from Chasing Cheerios is really clever:  Black Bean Bowl of "B" Objects.
• If you are handy with a camera and printer, How we Montessori has a great tutorial for making your own cards:  Matching with more and DIY cards.

matching pictures to pictures

As you may remember, we do A LOT of matching around here...

Elise first matched objects to objects,

then objects to pictures,

and now she's been busy matching pictures to pictures.

Just the thing for strengthening the visual discrimination 

of a little person who's becoming more and more curious about letters and numbers!

Matching picture activities are pretty straightforward to put together - 

all you need are six (ish!) pairs of identical images (less pairs for beginners, more for those wanting a challenge). 

Montessori Printshop and Montessori for Everyone offer many free or inexpensive sets of cards to download and print.  Postcards, concentration/memory game cards, and photographs are also good options.  

OK, ready for our favorite matching picture activity?

Calendars!

Please tell me you hoard old calendars, too, right?!  

Some are just so lovely, they're hard to recycle at the end of the year...  

Anyway, now you can put those old calendars to use!  Cut out and laminate the sample images from the back of a calendar to create little cards.  Attach small pieces of sticky back velcro, and put the little cards in a basket.  

Next, cut apart the main calendar pages and attach the opposite pieces of sticky back velcro to the lower, right corners.  Hang the calendar pages all around the classroom/house/wherever.

Ready, set, match!!!

Elise loves running around the house, looking for matches -

it's kind of like a scavenger hunt.  :)

Want to see a blast from the past?

This was a popular activity back in my teaching days - check it out here!

Happy summer, friends!

ask annie, aka Mrs. L, aka itty bitty love

I recently received an e-mail from a homeschooling mama who's setting up some Montessori inspired activities for her 2-year-old daughter. She asked me about cylinder blocks and geometric solids - which was easy enough to answer. And then, she asked me this: "Are there any other Montessori materials that would be beneficial if purchased for home use?" Yikes! I ended up writing her a whole book! :) Once I get going on Montessori, it's a little hard for me to stop... Anyway, I decided to post my response on here, in case any of you are interested. I would love to hear your thoughts on the matter, too!

1. Coordination and Control of Movement (Practical Life)

Most practical life activities can be put together with things you probably already have in your house and treasures you can find at thrift stores and garage sales. Since your daughter is 2, I would probably suggest activities like these:

-scooping rice from one dish to another
-squeezing water with a sponge between two bowls
-find a container (coffee can, yogurt, etc), cut a hole in the lid, and put together some objects that can be pushed through it
-stick a chopstick to a tray with a ball of clay, and have your daughter *string* the chopstick with chunky beads

The possibilities for practical life activities are endless! Usually you can just follow your child's natural interests, but do keep in mind that the purpose of these exercises is to strengthen motor control and develop a sense of order and independence.

2. Sensorial

The Sensorial activities are quite a bit harder to put together without buying a lot of materials. Their purpose is to help your child refine her senses by isolating one particular quality at a time. For example, the knobbed cylinders are all made of the same kind of wood and all have the same knobs on top; they only differ in height and diameter. If I were you, I would go for the mini knobbed cylinders - I've never used them, but they're significantly cheaper and they look like they achieve the same purpose. As for the for the geometric solids, that's great if you can put your own set together. In my classroom, we usually work with a set of 6 - cylinder, cone, cube, sphere, rectangular prism, and ovoid. These work the best for us because they're all fairly easy to find in the environment. I'll be honest, though, they are not especially popular with the children. We have a set of cards that have pictures of things like balls, blocks, cans, and eggs, and the children will match them to the geometric solids sometimes. Otherwise, they rarely get used unless a teacher is directing the activity.

These sensorial activities tend to get used the most:
-the pink tower
-the broad stair
-the knobbed cylinders

Mystery bags and fabric matching are also popular, and you can put them together yourself. -Mystery bags are cloth bags that contain objects you can identify or match by "seeing with your hands."
-Fabric matching involves matching pairs of fabrics that vary in texture by touch alone.

Basically, just keep in mind that your purpose is to refine the senses. There are a lot of activities out there that accomplish this without involving "official" Montessori materials. For example:
-make different sounds and have your daughter guess what they are (example: ring a bell, whistle, clap,laugh, unzip something, etc).
-taste test salty, sweet, and sour by filling eyedroppers with sugar water, salt water, and lemon water
-match smells like citrus, peppermint, and cinnamon by putting drops of essential oils on cotton balls in jars

Oh, one more thing! This is what I was taught about the sensorial materials: the child should have the experience first - without language. Later on you can give her the names (for example, loud and soft). I find that this varies with each child - many already know the names, and sometimes it just feels natural to add them into the conversation. Next comes matching, then grading, and finally, the language that goes along with grading (big, bigger,biggest).

As for math and langauge (can you tell I'm running out of steam?), they're pretty straightforward for little ones. 3-year-olds are the youngest children in my classroom, and the majority of them spend most of their time in the practical life and sensorial areas of the classroom. What I would suggest for a 2-year-old is simple (please correct me here if I'm wrong!) - be conscious that you're speaking in a clear voice with real words, play "I spy" and games that involve matching, and model making a 1-1 correspondence between numbers and objects when you count things out.

The end!
x.

matching pictures

Have you noticed how into matching I am lately?

The children LOVE matching lessons.

Especially this one...

I cut apart a calendar that I discovered last weekend...

hidden at the bottom of a box full of random treasures.
Is it strange to save calendars for multiple years past their expiration date?

I think not! Look at what a perfect use I finally found for it!

How to make it:

1. Cut apart all the mini pictures from the back of the calendar.

2. Cut apart the main pages of the calendar.
3. Laminate the whole lot of it.
4. Stick a square of velcro (rought side) to one corner of each big picture.
5. Stick a smaller square (soft side) to the center of each mini picture.
6. Hang the big pictures everywhere and put the mini pictures in a
a basket that's fun to carry.
7. Watch the children carry the basket...

all over the classroom
matching pictures
all morning long!

* You might want to check cubbies before the children go home for the day - the mini pictures proved to be quite swipe-able! :)

matching objects to pictures - apples and worms!

I am so excited about my new felt board! As you may know, I am a big fan of felt boards - they are perfect for activities like matching and storytelling. I made this one from a thrifted frame and a rectangle of felt. It's just the right size for little hands to carry to a table, and because it's a frame, I can easily replace the felt. A new felt board, for less than $1 - woo hoo!

Here are some photos of the new apples and worms matching lesson I made to go along with it:

When presenting this lesson to a child,
I would set out all the possible pieces
on a rectangle of felt like this.

Then, I would chose a card...

and make a match!

I would also encourage the child to come up with his or her own combinations, too! :)

matching objects to pictures... turkeys!

Last month, I made an object/picture matching lesson where the children made jack-o-lantern faces on a felt board. It went over HUGE in my classroom! I really wanted to make another one with turkeys for Thanksgiving... but I couldn't think of a good way to make the cards. The cards I had made last time were sort of construction paper collages. That was easy for jack-o-lanterns, but turkeys? It seemed like too daunting of a project. Just when I was about to throw in the towel, I saw that Melissa at Chasing Cheerios had come up with the perfect solution: wallet-sized photos!

I set my turkey up on the felt board and took pictures of him with different combinations of feathers, eyes, wattles, etc. His feet, head, and beak are sewn on, so that part never changes. Then, I got the photos developed in the wallet-size and laminated them. I'm slightly disappointed with my laminating - it's really foggy. The photos are a little dark, so the funky laminating doesn't help. Does anyone know what makes that happen?

Here's how I have everything set up in the basket - cards and corresponding felt shapes. I sewed sequins on the eyes, hat, and some of the feathers just to add a little turkey-pizazz. :)
















This is how I will present the lesson to the children. I'll set up the turkey and all its possible accessories. Then, I will choose a card and put together a matching turkey.





This last turkey is kind of a side-note. Lately, I've been slightly obsessed with why the Pink Tower is pink. Does anyone know why that is? I know it's not pink in all schools; some are natural wood. But, why can't you buy a Green Tower or a Blue Tower? When Maria Montessori was alive, her ideas and methods were always changing and evolving. She would totally switch things up in her lectures, just so people wouldn't become consumed with the belief that her materials and methods always had to be a certain way. I mean, you should always make sure that the work you provide for the child is meaningful and that your movements are purposeful, but does a tower of cubes have to be pink? Sometimes I wonder if boys would work with the Pink Tower more if it weren't pink. But, then I think, why should that matter? Anyway, point being, I feel bad about knocking pink all the time, so I made some very glam, pink feathers for the turkey. :) Sorry for the crazy rant!

matching objects to pictures

I stayed after school just a little later than usual today because I was setting up this super cute, object/picture matching lesson. It's sort of a hybrid of ideas. The first idea came from Laura at My Montessori Journey. During circle time this week, I've been building a jack-o-lantern out of felt on the felt-board and singing (to the tune of "The more we get together..."):

once I had a pumpkin, a pumpkin, a pumpkin,
once I had a pumpkin with no face at all.
with no eyes and no nose and no mouth and no teeth.
once I had a pumpkin with no face at all!

so, I made a jack-o-lantern, a jack-o-lantern, a jack-o-lantern,
so I made a jack-o-lantern with a big, funny face.
with big eyes and a big nose and a big mouth with big teeth.
so I made a jack-o-lantern with a big, funny face!
Anyway, I don't teach tomorrow, so I feel sort of like a fairy godmother... my little students are going to be so delighted and surprised when they discover this darling lesson tucked under their beloved felt-board in the morning! :)

The second part of my idea is from KidsSoup. I cut the pumpkin shapes out of orange construction paper, and then I glued them onto white paper (3" x 3" squares). I drew on their stems and jack-o-lantern faces with green and black markers. Finally, I laminated the whole works and cut the individual cards out (this is the "picture" part).




Next, I cut corresponding shapes (the "object" part) out of orange, green, and black felt. Here's a photo of how I set everything up on the tray.









This is how I would present the lesson to the child. I would set out all the possible mouths, noses, and eyes next to the felt pumpkin. Then, I would select a picture card and create a matching felt jack-o-lantern face.

introducing the alphabet, Montessori-style

The ability to isolate a beginning sound of a word is the point of readiness for learning the alphabet letter sounds.

- Randall Klein, Montessori teacher and early reading specialist

For the past several months, 

I have been gradually introducing Elise 

to the letters of the alphabet.

Before that, we played LOTS of language games

- and still do! -

like "I spy," the blending game, and matching.

How did I know Elise was ready to make the leap to letters?

First, I noticed that her phonemic awareness was growing,

and that she was able to identify the beginning sounds of most words.

Second, I couldn't deny her curiosity about letters any longer!

I had already casually told her the sounds of a few letters,

and she soaked them up like a sponge.

I really wanted her to learn the letter sounds,

and I realized that if I didn't act quickly,

the rest of the world was going to teach her the names first!

Once I decided to go for it,
the first thing I did was make an Alphabet Story for us to point and sing to
that corresponded with Randall Klein's Stand Up Alphabet Cards.

(sing the letter sounds to the tune of "Up on a House Top")

a-a-apple, b-b-bird. c-c-cat, d-d-duck,

e-e-elephant, f-f-fish, g-g-goat, h-h-house,

i-i-igloo, j-j-jet. k-k-kite, lll-lion,

m-m-moon, n-n-nest, o-o-octopus, p-p-pear,

q-q-queen, rrr-rooster, s-s-sun, t-t-turtle,

u-u-umbrella, v-violin, w-w-whale, x-as in x-ray,

y-y-yarn so much fun, z-z-zebra really can run, 

we just sang our alphabet song, and everybody sang along!

Here's a close-up of our pointer, if you're curious.  ;)

It's a big hit!

We use it for our calendar, too.

Teach the alphabetic principle before you teach the alphabet.

- Randall Klein

When I present a new letter to Elise,

I put together a little tray like the one pictured above.

First, we look at the Alphabet Object, and talk about its beginning sound.

A queen!  What sound does queen start with?  

Yes!  /q/queen - queen starts with /q/.

Then, I'll associate the sound with the Sandpaper Letter.

This letter makes the sound /q/, just like /q/queen.

Elise and I take a few turns tracing the Sandpaper Letter with our finger 

and making the letter's sound.  

q-q-q

 (Sandpaper Letters from Pollywog Learning Products on Esty.)

Next, we'll "read" the new Stand Up Alphabet Card together.

This is what the materials look like on Elise's language shelf.

- New Letter Tray, Sandpaper Letters and Alphabet Objects, and Stand Up Alphabet Cards -

If you're wondering, I have been introducing the letters in no particular order

other than what Elise is interested in 

and what Alphabet Objects I've been able to make or scrounge up!

Randall Klein recommends the following clusters:

a g h m s, 

c d l o t,

f i p r u, 

e j k n w, 

b v y z q x.

Sometimes we set up several Stand-Up Alphabet Cards on a rug,

and I'll challenge Elise to find certain letters for me.

Can you please bring me /a/apple?

If she brings back a different card than the one I've asked for,

I simply say, Let's see what you brought.  You found /b/bird!

Once I know that Elise knows a letter,

I usually ask for it just by sound.

Can you find /e/?

Sometimes Elise and I will switch roles,

and she'll ask ME to bring HER letters.

This is a really great way to discover what she knows!

OK, now for those sandpaper letters and objects...

We play a lot of simple matching games with these materials.

We also take turns flipping the letters over and knocking to see "who's there."

When it comes to these kinds of games,

repetition is key,

and it has to be quick and fun!

Our all-time favorite thing to do with the Alphabet Objects?

Put them on the Alphabet Quilt!

My awesome mom made Elise this quilt just for this very purpose,

and it is so much fun!

We set it up right underneath the Alphabet Story on the wall,

so Elise can check her work and sing.

/e/elephant is always a favorite!  :)

As you've probably noticed, for continuity in the beginning,

we've been associating the same objects/pictures with the same letters.

- For example, /a/ is always an apple. -

As Elise becomes familiar with a letter,

she easily associates it with other things that begin with the same sound.

More on that later, though!  

You can visit Randall Klein at Early Reading Mastery and The Age of Montessori.

I refer to this handout he shares on his Early Reading Mastery site all the time:

Beginning to Read is Child's Play: Recommended Sequence of Beginning Reading Skills.