Importance of Oral Language

Developmentally around the age of 2 a child becomes very sensitive to the spoken language.  So what did I do? I began to flash letters of the alphabet in every shape, size, font, and animal in front of them.  What I didn’t realize, but quickly found out, was that all the energy (and money in ink) that I put into making a lesson lasted all of about her 3-minute attention span.  

What I know now is that she was showing me that she was ready for the foundation of language.  The foundation of a language education does not begin with flashcards and animal shapes, but in a much simpler, and time saving way—orally! 

Within the Montessori environment, the first presentation of written letters does not begin until 3 ½.  That doesn’t mean exposure to the alphabet is not a good thing, but spend these beginning years fostering a good foundation, so that when they are developmentally sensitive to written language, learning their letters will come quickly and easily.  Montessori Read and Write has some great sound games and exercises that can be played at home and in the car.  Books are also a great way to spy letters and sounds as well.  

Level 1

Age 2 ½

What you will need: Gather together a few objects which your child can name and put them on a table in front of you.  In the beginning avoid objects that start with similar sounds, such as “p” and “b,” “v” and “w.”

Purpose: To help your child to hear individual sounds at beginning of words.

How to Play: Choose one of the objects, hold it in front of you and label its first sound

Example: I Spy something that begins with “p” 

Mastered: When she can correctly identify all beginning sounds

Level 2

Age 2 ½ - 3

What you will need: Familiar objects you have gathered from around the home.  Initially, choose contrasting sounds, but move closer to similar sounds.

Purpose: To help your child distinguish one initial sound from another.

How to Play: Place two objects in front of you, each with different initial sounds but similar in nature. Ex (cup and mug, car and motorbike, airplane and helicopter.   Your child now has to make a choice listening closely to the sounds.  Gradually increase to having up to 5 objects.  Commonly alike sounds are: b,p,m,n,v, and w.

Level 3

Age 3 ½ 

What you will need: Nothing! This level of game can be played anywhere and at any time, and is closest to “I spy.” Play this in the car.

Purpose: Make your child aware that many objects may begin with the same sound.  Once he has mastered this stage, you are now ready to introduce the written letters.  A traditional Montessori school would then show them the Sandpaper Letters.

How to Play: Choose an area (starting small and then gradually increasing the playing area).  Pick an object in it. Play traditional “I spy.”  She does not have to locate the object, but simply to call it out recognizing its sound.  You can now take turns. 

Example: “In this kitchen, I spy something that begins with a ‘g.’” 

Level 4
Age: 3 ½ to 4 ½

What you will need: You will need to temporarily return to a collection of objects or to a part of the environment for play.  Regardless of whether you choose a collection of parts of a room, you will need objects whose sounds are initially the same, but whose last sounds are different.  For example: ball, bracelet, bag, or pen, peg, puppet. 

Purpose: To help develop your child’s awareness of sounds in words other than initial sounds.  An awareness of all sounds in words is essential when he starts to write and read.

How to Play: You say, “I spy something on the table (or in part of the room) that begins with ‘b’ and ends with ‘g.’” To begin with he may take a little time to learn to listen to the last sound.  If she says “ball,’” be positive in your response. 

“Yes, ball does begin with ‘b,’ but I asked for something that begins with ‘b’ and ends in ‘g’; let’s listen to the last sound in ball.”  Say it slowly and carefully.  

Level 5

Age: 3 ½ to 4 ½

What you will need: Nothing at all unless you wish to use objects.

Purpose: To help your child to analyze all the sounds in a word.  This is a skill that will be helpful when she is beginning to read and write.  In a traditional Montessori school, she will need to be at this level before using the Moveable Alphabet.

How to Play: This stage will follow naturally from before.  Once your child can readily find a word that begins and ends with a particular sound, stop and listen for all the sounds in the word.  Begin with fairly short words.  For example if the word is “cup” and she has identified that it begins with “c” and ends in “p,” you could say, “Let’s listen to all the sounds in ‘cup.’ Let’s say it slowly. C-u-p.  Did you hear the sound after ‘c’?  Let’s say ‘cup’ again.”

            “Now that we know all the sounds in ‘cup,’ let’s find all the sounds in ‘pan,’ then ‘coffee.’”  Gradually the words become longer and longer, and you two can have fun making the words more difficult.  

Level 6

Age 4 ½ - 6

What you will need: Nothing

Purpose: This stage is designed to use all the knowledge gathered thus far with regard to sounds, and to encourage your child to play with the sounds in words.

How to play: Think of a sound, for example “m.” Now think of all the words that have the sound “m” in them somewhere.  Think of words with it in the initial sound, the middle sound, and the end.  Example: marmalade, number, minimum, etc.  Have fun!