Children’s House

Stages of Reading

We may begin with a phonetic approach to reading. These activities include the phonetic object box, phonetic reading cards, phonetic reading booklets, phonetic reading commands, and the phonetic rhyming words. The aim of these activities support the child in realizing that the written word is a group of sounds represented by graphic symbols that have meaning. Another […]

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Written Language

The process of reading and writing is often done backwards. For example, the child will begin reading before they know how to write. However, Dr. Maria Montessori believed if the child is prepared properly, she will write before she reads. There is a reason the child should write before she reads. Writing requires your own thought to

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Spoken Language

​The most contributing element in terms of literacy in writing and reading is spoken language. Spoken language is how children express themselves verbally. We need to help the child bring to life her spoken language. Spoken language helps children develop the tools to learn how to read and write.  There are four areas where spoken

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It is clear that throughout history humans have always wanted to leave their mark. We see this in ancient hieroglyphics and carvings in prehistoric caves. Through spoken word, people can easily express ideas from one person to another. These words can only be transferred orally when the other person is physically there. Before humans could

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The Pearl of Great Price

Matthew 13:45-46: “Again, the kingdom of heaven is like a merchant searching for fine pearls. When he finds a pearl of great price, he goes and sells all that he has and buys it.” Seeing a 5-year-old returning the “Pearl of Great Price” material to the shelf, the catechist commented, “I wonder why Jesus told

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The Child’s Sense of Order

Dr. Montessori observed that young children are in a time of particular sensitivity to specific parts of the environment. These “sensitive periods,” as she called them, are characterized by interest, concentration, and repetition. They leave the child refreshed and energized even though the activity in which the child is involved may be intense and prolonged. Four

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The Good Shepherd

In presenting the Parable of the Good Shepherd to the children, one of the questions that is always asked regards the identity of the sheep. Jesus is very clear in revealing that He is the Good Shepherd…but He leaves us (and we leave the children!) the opportunity to discover who these sheep are that have

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The Found Sheep

After receiving the presentation on the Parable of the Good Shepherd at the age of three, and having had plenty of time to come back and work with the material, the child is invited to listen to the Parable of the Found Sheep in order to hear more about this Good Shepherd and His love

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Third Week of Advent: Joy

 I must say, this week the children have truly been joyful. In the midst of a busy time of year, they arrive peaceful, well rested and happy to get to work. It wasn’t until today, in which I realized I never put up our “little Christmas Tree” in the environment. Furthermore, no one remembered it was

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Our Lady of Guadalupe

 This week we celebrate the feast of Our Lady of Guadalupe. On Wednesday, we begin the feast day with Mass, then returning to school for a little celebration. In our gatherings this week, I read the children the story of  Juan Diego. Next, I brought in a special painting; a “tilma” that showcases the beautiful Image of Our Lady of Guadalupe.

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