File Name: montessori scope and sequence ams.zip
Download a free set of Montessori-inspired phonetic CVC cards for your emergent reader at www. They're available in both print and cursive and feature realistic images.
- Montessori Read & Write
- AMI Montessori and the Common Core State Standards
- Montessori Charter Scope And Sequence
- Curriculum Scope and Sequence
Montessori Read & Write
The first version was developed during the years from through , when The Montessori Foundation first made it available to Montessori schools. From our interaction with hundreds of Montessori schools, as consultants and teacher trainers for over more than thirty years, we have discovered that many Montessori schools do not have or follow a clear curriculum policy, nor do they have a formal curriculum Scope and Sequence guide.
While our Montessori lesson albums are invaluable tools, they are not what is truly meant by curriculum guides, nor do they provide a coherent Scope and Sequence that is clearly understood by everyone, particularly those without formal Montessori training. In time, your faculty will propose improvements or modifications to make the curriculum fit your school.
The format of the Scope and Sequence is such that it can be easily adapted for incorporation into a number of other software systems. They will be released as each level is completed. We are currently in the process of aligning our revised Scope and Sequence to the Common Core Curriculum for Math and Language, and once the rest of the Common Core standards have been written, we will align to those as well.
In popular usage, it denotes no more than a set of topics that are studied at a school or university, along with their content. When seen in this way, a large range of issues are omitted which are critical to achieving clarity and consistency within a school. While this introduction cannot explore the topic in great detail, it is important to note that the Scope and Sequence, along with the lesson plans, observation, recording systems, assessment principles, and reporting methods that support it, are all components of a total, educational, curriculum.
There was a good reason for this — she intended that the teacher be responsive to the developmental and individual needs of each child, rather than slavishly follow a syllabus of work. The Montessori teacher is expected to understand both the developmental needs and abilities of the children in her care, as well as a broad range of content, along with the methodology necessary to present the appropriate ma-.
The exact content was intended to be organic, flexible and adaptable to local conditions. Montessori programs are designed to prepare children, not only for university but also for life. Three key ideas are central to this approach: 1. It is not the adult who shapes the child; it is the child who, through his experiences, creates an adult human being, 2. Teaching is not something that one can do to another; we can only support the natural process of learning.
In Montessori, children learn how to learn and see school as a center of an enjoyable lifelong experience. They acquire the values and intellectual skills that enable them to go on to college and then successful careers. They see this as a natural extension of their Montessori experience.
As Montessori teachers, principals, teacher trainers, and consultants, we know this. In an age of accountability, however, Montessori schools need effective ways of communicating their educational plan and demonstrating individual student progress to parents and possibly local or state officials. Traditionally, schools have been perceived as the transmitters of culture from one generation to the next through a formal curriculum. Most children know far more about the world before they start school then they will show a few years later, when they have learned to be passive learners who no longer trust their senses, intellect, and imagination.
Therefore, our greatest task is to help our students to maintain their ability to think, intuit, and discover; to develop a sense of independence, sequence, and order; to learn how to learn.
At the same time, as independent schools, or publicly funded schools of choice, parents come to us seeking quality programs and services. Their highest priorities are academic excellence and character development. Most parents expect their children to be well prepared for college or university.
They are also looking for a school experience that will offer something special, something that will make the school experience intellectually exciting and develop a wide range of talents and interests in their children.
Schools find it difficult to document the delivery of these services in a way that allows parents to evaluate what they are getting. Three Streams of Curriculum We see the Montessori Curriculum as three streams that come together in a great confluence of learning: 1. The first stream involves the mastery of fundamental skills and basic core knowledge. As we know, Montessori Curriculum evolved out of the European tradition.
It offers a rigorous course of study. Elementary and Secondary Montessori students explore the realm of mathematics, science and technology, the world of myth, great literature, history, world geography, civics, economics, anthropology, and the basic organization of human societies. Their studies cover the basics found in traditional curriculum, such as the memorization of math facts, spelling lessons, and the study of vocabulary, grammar, sentence analysis, creative and expository writing, and library research skills.
Sometimes, because Montessori places so much emphasis on cultivating children's sense of curiosity and wonder, parents may get the impression that students can simply do whatever they wish, avoiding subjects that they dislike. This is certainly not the case in a well-run Montessori class. The second stream of Montessori Curriculum involves inspirational lessons and experiences that we organize and present. These are the lessons and experiences that we introduce to our students, but which we do not consider essential for them to master.
We hope that we will inspire them and awaken interest, appreciation, and a sense of wonder that will lead them to continue to explore these topics in the years to come.
Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core. We do not want complacent pupils, but eager ones. We seek to sow life in the child rather than theories, to help him in his growth, mental and emotional as well as physical, and for that we must offer grand and lofty ideas to the human mind.
At the Elementary level, Dr. They include the story of how the world came to be, the development of life on the Earth, the story. The lessons, studies, and projects surrounding each of the Great Lessons normally span many months, and the questions that the children pose and their efforts to find the answers to their own questions may continue for many years.
And this is only the beginning! Elementary and Secondary Montessori students are encouraged to explore topics that capture their imagination. Most former Montessori students look back on this aspect of the Elementary program with particular fondness.
In the first stream of our program, we teach what must be taught, whether required by law or contemporary cultural expectations, doing so in as engaging a way as possible, providing experiences and apparatus that illustrate ideas concretely, in order to make information easy to understand and see in context.
In the second stream of our program, we consciously seek to design curricula and experiences meant to awaken interest and inspire a sense of wonder, rather than simply to give children yet more facts on which they will be tested and, yes, everything in this second stream is part of our culture, and people who grasp it are even that much more culturally literate. The key in the metaphor of the second stream of learning is that children are not held accountable—at least not at this age level, when we present it as part of the second stream—for mastering this knowledge.
We are trying to light a spark! In the third stream of our work, we are simply remembering that learning does not stem only from teachers, textbooks, or even Montessori materials. It is nice to design new lessons and card sets, timelines, or apparatus, but in the third stream, something is occurring that comes from within the child herself, not from us! The process is delicate; the spark easily extinguished. The point of the metaphor within the third stream is to underscore for Montessori educators the absolute importance of making lots of room for this to occur when it does occur naturally.
It is, thus, possible to see the vast number of lessons and the elements that span these levels of the Montessori programs. Conventional schools plan learning for the entire classroom group. Content is organized into grade levels. While all good teachers individualize as much as they can by creating sub-groups of children within their classroom, there is a clearly defined set of skills and knowledge that children are expected to achieve before advancing from one grade level to the next.
In this way of thinking about schooling, the curriculum can be thought of as a stairway up which children climb from kindergarten through high school graduation in a clearly defined time.
The Montessori Curriculum is organized as an inclined spiral plane of integrated studies, rather than a traditional model in which the curriculum is compartmentalized into separate subjects, with given topics considered only once at a given grade level.
In Montessori, concepts are introduced simply and concretely in the early years and elaborated upon over the years at increasing degrees of abstraction and complexity. Even though the Montessori Curriculum is highly integrated in the classroom, we have chosen to organize the Scope and Sequence into the familiar subject areas. This is to make it more easily understood by parents and educators who work in conventional schools.
The Scope of a curriculum is a set of clearly stated learning objectives and activities that the school expects a child to have experienced and achieved by a certain age. The Sequence of a curriculum is the order in which the activities are presented that would support the child in achieving the desired objectives. In conventional schooling, a Scope and Sequence is presented as a clear delineation of what will be taught, together with very specific performance objectives referenced to grade levels.
Parents expect to be kept abreast of the programs that address these goals and their children's progress in each program. As a result, we need to carefully maintain this delicate balance. The depth and breadth of its coverage do, however, represent something of great value.
Parents often express concern that Montessori is not academic enough, or that their children might not get what they need to prepare them adequately for their later years in conventional classrooms. The scope of the Montessori Curriculum when broken out into the various disciplines and underlying learning objectives is, however, very impressive.
Hopefully, among other benefits, having copies of the curriculum available for parents to review will help to allay many of their concerns. Parents expect to be kept abreast of the programs that address these goals,and, their children's progress in each program.
How to use this document: The Montessori course of study is an integrated thematic approach that ties the separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human experience. Literature, the arts, history, social issues, civics, economics, science and the study of technology all complement one another in. As an example, when Elementary Montessori students study Africa, they would look at the physical geography, climate, ecology, natural resources, and the ways in which people have adapted to their environment: food, shelter, transportation, clothing, family life, and traditional cultures.
They might read African folk tales, study about the great African civilizations, study endangered species, create African masks and traditional instruments, make African block-print tee shirts in art, learn some Swahili, study dance in music, and prepare some typical meals from various African cultures.
Guest speakers, performers, and friends of the school help to make a field of study come alive through their memories, talents, and personal experience. Recording Student Progress Many Montessori teachers use a fairly simple check list of Montessori lessons and materials that normally fits on two pages. Commonly, they make notes of student progress by drawing the three legs of a triangle. They draw the first leg when they introduce a lesson; the second leg when they see that the child is working with the material and practicing as he or she works toward comprehension or mastery; and the third leg to complete the triangle when they feel the child has comprehended or mastered the lesson or material.
We find that this is inadequate to fully represent the levels of engagement with materials and content, and the subsequent learning experienced by the child. We developed the following assessment scheme in collaboration with many Montessori experts, and we thank them for their insights and contributions. We have included it here, as we thought it might be of use to you. Montessori Foundation Curriculum Scope and Sequence: Infants - Birth to 18 Months The following developmental milestones and educational goals will normally be met over the course of a Montessori Infant program for children from birth to 18 months Curriculum Area Strand.
Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span.
It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright The Montessori Foundation. Works with Object Permanence Box with tray to refine hand-and-finger control, eye-hand coordination, and to construct concept of object permanence.
Works with Object Permanence Box with drawer to refine hand-and finger-control, eyehand coordination, and to construct concept of object permanence. Hangs knit balls on dowels to develop eyehand coordination and fine-muscle control and to begin to match colors. Places large pegs into holes to develop eyehand coordination and fine-muscle control and begin to sort colors. Works with simple puzzles to further develop eye-hand coordination and develop figureground concept - single-shape puzzles.
AMI Montessori and the Common Core State Standards
Note: If you know of any works that should be in this list please contact Tim Seldin. Adler-Golden, Rachel; Gordon, Debbie. Appelbaum, Phyllis. Association Montessori Internationale. AMI out of print. Baumann, Harold.
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Elaine Goh Personal Blog. Pinay Homeschooler is a blog that shares homeschool and afterschool activity of kids from babies to elementary level. This is a reading program that I put together. It is based on the California Phonetic Reading Program with a little mix of other programs that can be found in some Montessori Schools. Making Montessori Ours is a collection of our passions and experiences with Montessori and Homeschooling.
Montessori Charter Scope And Sequence
CMStep is an innovative, multidisciplinary graduate program for teachers interested in creating hands-on curricula and field studies for students age The program involves the mastery of an established body of curriculum and a thorough understanding of the philosophy, program structure, and specific instructional strategies needed by the educator to establish a Montessori secondary program. In addition, there are opportunities for personal transformation through field studies, experiential courses and coaching and supervision.
Our goal is to equip Montessorians from all around the world with a resource that is both useful and adaptable, while staying true to the Montessori Method and its traditions. Montessori scope and lessons sequence chart - 2. Montessori year old scope and Sequence. This is a scope and sequence of every presentation a child should receive in a year old Montessori class.
The first version was developed during the years from through , when The Montessori Foundation first made it available to Montessori schools. From our interaction with hundreds of Montessori schools, as consultants and teacher trainers for over more than thirty years, we have discovered that many Montessori schools do not have or follow a clear curriculum policy, nor do they have a formal curriculum Scope and Sequence guide. While our Montessori lesson albums are invaluable tools, they are not what is truly meant by curriculum guides, nor do they provide a coherent Scope and Sequence that is clearly understood by everyone, particularly those without formal Montessori training.
Curriculum Scope and Sequence
Nearly Montessori lessons have been carefully organized into ten curriculum categories. Our goal is to equip Montessorians from all around the world with a resource that is both useful and adaptable, while staying true to the Montessori Method and its traditions. Optimized for use in the Montessori Compass online record keeping system, MC subscribers can easily customize the curriculum to meet the very specific needs of their respective Montessori classroom. Please click here to learn more about the Common Core Standards Mapping. Category: The area of the classroom ex. Each lesson may contain multiple optional elements. Uses smallest cube to indicate unit of difference.
Qu'est-ce… quelle heureest… - Он медленно открыл глаза, посмотрел на Беккера и скорчил гримасу, недовольный тем, что его потревожили. - Qu'est-ce-que vous voulez. Ясно, подумал Беккер с улыбкой. Канадский француз. - Пожалуйста, уделите мне одну минуту. Беккер отлично говорил по-французски, тем не менее обратился к этому человеку на языке, который тот, как он надеялся, должен был знать хуже.
Each scope and sequence option below is in a different format, with a different focus. Some are based on AMI, some are AMS, some are a compilation of several.
Montessori Scope and Sequence Options
Сьюзан положила голову ему на грудь и слушала, как стучит его сердце. А ведь еще вчера она думала, что потеряла его навсегда. - Дэвид, - вздохнула она, заметив на тумбочке его записку. - Скажи мне, что такое без воска. Ты же знаешь, что шифры, которые не поддаются, не выходят у меня из головы. Дэвид молчал.
Кокетка до мозга костей, трижды разведенная, Мидж двигалась по шестикомнатным директорским апартаментам с вызывающей самоуверенностью. Она отличалась острым умом, хорошей интуицией, частенько засиживалась допоздна и, как говорили, знала о внутренних делах АНБ куда больше самого Господа Бога. Черт возьми, - подумал Бринкерхофф, разглядывая ее серое кашемировое платье, - или я старею, или она молодеет. - Еженедельные отчеты. - Мидж улыбнулась, помахивая пачкой документов. - Вам нужно проверить, как это выглядит. Бринкерхофф окинул взглядом ее фигуру.
Провайдер находится в районе территориального кода двести два. Однако номер пока не удалось узнать.
Оказавшись в условиях подлинного разведывательного затемнения, АНБ выпустило секретную директиву, одобренную президентом Соединенных Штатов. Заручившись поддержкой федеральных фондов и получив карт-бланш на все необходимые меры для решения проблемы, АНБ приступило к созданию невозможного - первой универсальной машины для вскрытия шифров. Вопреки широко распространенному мнению о том, что такой компьютер создать невозможно, АНБ осталось верным своему девизу: возможно все; на невозможное просто требуется больше времени.
Северная Дакота - это Хейл. Но Стратмор смотрел на молодого сотрудника лаборатории систем безопасности. Коммандер спускался по лестнице, ни на мгновение не сводя с него глаз. Он быстро подошел к ним и остановился в нескольких сантиметрах от дрожащего Чатрукьяна.
Ты, часом, не шутишь? - Он был едва ли не на полметра выше этого панка и тяжелее килограммов на двадцать. - С чего это ты взял, что я шучу. Беккер промолчал.