# data[].attributes.body
Very sorry on uploading so many videos. I was unsure how to reduce the quality of the 4min video.

# data[].attributes.body
Crain, W. (2015). Theories of development: Concepts and applications: Concepts and applications. Psychology Press.

Hainstock, E. (2013). Teaching montessori in the home. Random House Publishing Group.

Isaacs, B. (2014). Bringing the montessori approach to your early years practice. Routledge.

Lillard, A. S. (2008). Montessori: The science behind the genius. Oxford University Press.

Matching activities . (2018). Retrieved from Surrey early years and childcare service: https://www.surreycc.gov.uk/__data/assets/pdf_file/0006/88134/Matching-activities.pdf

Preschool, K. C. (2015). Reading and writing with montessori. Retrieved from http://kids-collective.com/blog/reading-and-writing-with-montessori/

Ramsay, M. (2009). Discover the secrets of reading with creative phonics. Trafford Publishing.

Tankersley, K. (2003). The threads of reading: Strategies for literacy development. ASCD.

# data[].attributes.body
This resource offers children aged 4.5 years old to experience reading of sentences. This relates to the focus area on "Phonological Awareness".  During the entire preparatory period for writing and reading, the children do not even look at a book, Then, when they first pick a book up, they can usually begin reading it immediately. Consequently, they avoid all the frustrating experiences that children so often associate with books. There follows an "explosion of reading". Children delight in reading everything they see (Montessori, 1948a, p.253) (Crain, 2015).

# data[].attributes.body
This resource offers children aged 4 years and above to do a recap on word building exercise. This relates to the focus area on "Phonological Awareness". Revision is important  so that children will experience self-confidence in their ability to sound out words and in time read with excellence (Ramsay, 2009).

# data[].attributes.body
This resource offers a word building experience for children aged 4 years and above. This relates to the focus area on "Phonological Awareness". This is supported by Maria Montessori approach. Research said that preschoolers who were trained in phonemic awareness scored significantly higher on tests of reading comprehension. The approach believes that reading emerges spontaneously during the months after writing begins (Lillard, 2008).

# data[].attributes.body
This resource offers children aged 4.5 years old to experience reading of sentences. This relates to the focus area on "Phonological Awareness". During the entire preparatory period for writing and reading, the children do not even look at a book, Then, when they first pick a book up, they can usually begin reading it immediately. Consequently, they avoid all the frustrating experiences that children so often associate with books. There follows an "explosion of reading". Children delight in reading everything they see (Montessori, 1948a, p.253) (Crain, 2015).

# data[].attributes.body
This resource offers a word building eexperience for children aged 4 years and above. This relates to the focus area on "Phonological Awareness". This is supported by Maria Montessori approach. This activity makes links between the letter shape and formation of words (Isaacs, 2014).

# data[].attributes.body
This resource offers a matching experience for children aged 3.5 years and above. This relates to the focus area on "Phonological Awareness".  Brain researchers uniformly assert that the more links the brain has on any given piece of learning, the more solid the concept is in our memory (Tankersley, 2003).

# data[].attributes.body
This resource offers a matching experience for children aged 3.5 years and above. This relates to the focus area on "Phonological Awareness". Matching skills are involved in visual discrimination. It will also enhance  concentration and memory (Retrieved from Surrey early years and childcare service)

# data[].attributes.body
This resource offers a matching experience for children aged 3 years and above. This relates to the focus area on "Phonological Awareness". This is supported by Maria Montessori approach. Children will be using this material in the later lessons. This material will give children the opportunities to  make connections between writing and reading during the word building exercises (Isaacs, 2014)

# data[].attributes.body
This resource offers an introduction to the basic letter sounds for children aged 3 years and above. This relates to the focus area on "Phonological Awareness". This is supported by Maria Montessori approach. Through the use of the sandpaper letters, the child learns to recognize the letters by sight and touch, as well as by hearing each letter spoken  (Hainstock, 2013).

# data[].attributes.headline
Lesson 1: 3 Period Lesson (Introduction)

# data[].attributes.subject
Lesson 1: 3 Period Lesson (Introduction)

# data[].attributes.body
With the sandpaper letters, the teacher will introduce the phonetic sounds to the child. Choose three letters of contrast both in shape and sound for presentations.

# data[].attributes.body
This resource offers a word building experience for children aged 4 years and above. This relates to the focus area on "Phonological Awareness". This is supported by Maria Montessori approach. According to the Montessori approach, writing should precede reading. As children learn to write “phonetically”, they start with sounds that form a basis for reading. Later on, a child is able to relate phonetic sounds to specific letters (Retrieved from http://kids-collective.com/blog/reading-and-writing-with-montessori).

# data[].attributes.body
Teacher can create story booklets for children to read. See video for sample. Teacher has to present the booklet to the children first.

# data[].attributes.headline
Lesson 18 & 19: Attached and Detached Sentence Cards

# data[].attributes.subject
Lesson 18 & 19: Attached and Detached Sentence Cards

# data[].attributes.body
Set 1: Picture and sentence cards are attached
Set 2: Picture and sentence cards are detached.

Lesson 18 (Set 1):
1. Ask child to talk about the picture.
2. Teacher to point and read the sentence.
2. Child to point and read the sentence.
3. Follow procedures 1-3 for the other sentence cards.

Lesson 19 (Set 1 &  Set 2)
1. Child to place all the picture cards.
2. Child to take a sentence card, read it and match it to the correct picture card.
3. Use the Set 1 cards to check answers.

# data[].attributes.body
Teacher to create task cards and answer cards as shown in the attachment below. Prepare missing letters in the form of either concrete letters or letter cards. Teacher to present the task cards to the child so that child can work on his own on other days.

# data[].attributes.headline
Lesson 11-16: Reading and Matching a,e,i,o,u, mixed)

# data[].attributes.subject
Lesson 11-16: Reading and Matching a,e,i,o,u, mixed)

# data[].attributes.body
Set 1: Picture and words cards are separated.
Set 2: Picture and word cards are joined.
1. Give child Set 1 and encouraged child to name the picture and place it on the mat. After which, give child the word cards. Encourage child to read and match to the respective picture.
2. Give child Set 2 and match to the  respective picture as shown in the attachment.
3. Child can work with this material during learning corner time

# data[].attributes.headline
Lesson 5-10: Focusing on 1 Vowel-a,e,i,o,u, mixed)

# data[].attributes.subject
Lesson 5-10: Focusing on 1 Vowel-a,e,i,o,u, mixed)

# data[].attributes.body
Procedure same as Lesson 4. Teacher can substitute objects with pictures. The words are to be matched once all the words are made. Child to match the word card to the correct picture. Lesson 10 will be a mixed vowel words.

# data[].attributes.headline
Lesson 4: Word Building Exercise (CVC Words)

# data[].attributes.subject
Lesson 4: Word Building Exercise (CVC Words)

# data[].attributes.body
This activity can be done in another way when introducing word building exercise. Ask the child, "What sound do you hear when I say CCCCCAAAAATTTT?" Encourage the child to pick the correct concrete letter. It can be in any order. Once the child managed to hear all three sounds, teacher to arrange the letters to form the correct word. Recap on the sounds and read the word. Teacher to do random CVC words for this activity.

# data[].attributes.headline
Lesson 2: Matching Sandpaper Letter to Concrete Letters

# data[].attributes.subject
Lesson 2: Matching Sandpaper Letter to Concrete Letters

# data[].attributes.body
This activity will be done once the child has mastered his first three sounds via the introduction lesson. This activity is basically recapping the letter sounds the child had learnt. Encourage the child to pick the correct concrete letter to match with the sandpaper letter.

# data[].attributes.body
This activity is an extension to lesson 3. Child can work with this material during his learning corner time. An answer card can be provided so that the child can correct himself.

# data[].attributes.headline
Lesson 3: Matching Initial Sounds to Pictures

# data[].attributes.subject
Lesson 3: Matching Initial Sounds to Pictures

# data[].attributes.body
This lesson to be done after the child has mastered all the letter sounds and matching of concrete letters. Teacher can print pictures and letters as shown in the attachment below. Teacher can use this to expose to young children that words are made up of letter sounds.

# data[].attributes.body
Follow these steps to teach the sounds of the letters. Watch the video below to see the presentation.