Three Year Cycle
Rationale & Sequence of the Material
The Montessori materials are carefully structured in a sequence and rationale that leads a child toward more advanced knowledge.
Materials start simple and get progressively more complex
Many materials possess a Control of Error - children can check their own work
Children can work at their own pace
First Year Students
Typically three years old
Developmental need to explore the environment and learn to do things themselves
Refine their senses, internalize order, learn to sort & classify order, and practice concentration (groundwork for their ability to think and learn)
Learn the skills to take care of themselves in the environment and take care of their work while developing good work habits enabling their future success
Second Year Students
Typically four years old
Had their year of independent exploration and concentration and are becoming more interested in their classmates and the social world of school
Driven to practice social interaction and explore group dynamics
Begin more teacher-directed activities
Will do much of their work in small group, rather than independently
Third Year Students
Typically five years old
Have strong background of all the areas of the classroom, and are able to work entirely independently
Developmentally ready to become leaders and peer teachers
Continue to refine their work habits, as they accept learning as their own learning
They are creative, confident, and problem-solvers
Well equipped to move into a new environment
Practical Life
First Year Explorers
Able to spoon, tong, pour, and tweeze
Able to squeeze a sponge
Able to fold cloth
Able to hand wash
Able to scrub a table and floor
Able to dishwash
Able to funnel and baste
Able to do beginning sewing
Able to snap, button, zip and buckle
Able to open and close containers
Able to set a table
Able to polish a mirror, wood, and a shoe
Able to sweep, dust, and mop
Able to slice a banana
Able to wash and chop miscellaneous food prep
Able to juice an orange
Able to use a mortar and pestle
Able to water and clean plants
Second Year Experimenters
- Able to funnel and baste
- Able to linen wash
- Able to sew a button
- Able to peel and slice an apple
Third Year Experts
Able to do advanced sewing
Able to tie and braid
Able to lace
Sensorial
First Year Explorers
- Visually discriminates according to size, color, and form
- Sorts like objects according to size, color, and form
- Uses pincer grasp to hold materials
- Uses fingers to trace
- Pairs colors-names primary colors-names secondary colors
- Grades objects by varying dimensions (size, color, and form)
- Names basic geometric shapes
- Constructs complex shapes using simple shapes
- Names basic geometric solids
- Pairs like textures
- Pairs like sounds
Second Year Experimenters
Names tertiary colors-shades colors
Names many irregular shapes
Names complex geometric solids
Corresponds planes to solids
Grades textures (roughest to smoothest)
Pairs and identifies 4 basic tastes
Grades sounds (loudest to softest)
Pairs bell tones C-G
Pairs smells
Discriminates stereognostically after feeling, but not looking at an object, names and describes the object in detail using "sensorial" language
Third Year Experts
Notation, reading, and composing using the bells
Grades bell tones C-G
Culture
First Year Explorers
Distinguishes differences between land, air and water
Distinguishes between continents and oceans
Knowledge of living vs. non-living
Identifies similarities and differences between plants and animals
Identifies similarities and differences between vertebrate & invertebrate
Exposure to the similarities and differences between the 5 vertebrate animals
Matches parts of fish, amphibians, reptiles, birds and mammals
Matches parts of tree, leaf, and flower
Matches different leaf shapes
Second Year Experimenters
Names continents
Names land and water forms
Matches flags of countries
Names parts of the fish, amphibians, reptiles, birds and mammals
Names parts of the tree, leaf, and flower
Names parts of the human body
Third Year Experts
Distinguishes differences between countries, states, and territories
Names countries, states and territories
Defines and identifies land and water forms
Names flags of countries
Knowledge of culture and the needs of man
Defines the parts and distinguishes the differences of fish, amphibians, reptiles, birds and mammals
Defines the parts of tree, leaf, and flower Names leaf shapes
Math
First Year Explorers
Sorts & arranges concrete materials spatially by graduated incremental lengths 1-10
Is introduced to and practices counting 1-10 with concrete materials
Is introduced to the numerals 1-10
Traces the 1-10 sandpaper numerals
Sorts and arranges numerals 1-10 in order
Associates numerals with quantities 1-10 (I.e. 1 to 1 correspondence)
Introduced to the decimal system materials, 1000, 100,10, 1 (place values)
Second Year Experimenters
Adds and subtracts sensorially with numerals 1-10 and records operations
Explores the concepts of sets, zero, odd and even numbers, equivalencies, greater and" less than, and combinations of 10 as an introduction to addition
Counts, recognizes, associates, and constructs numerals 11-19
Practices writing numerals 1-19
Recognizes, orders, and composes numbers with the decimal system materials
Third Year Experts
Adds and subtracts sensorially with numerals 11 and up and records operations
Writes numerals 1-100
Multiplies and divides sensorially and records operations
Practices counting, labeling, and recording with linear counting exercises using sensorial materials that teach the square and cube of numbers 1-10 (I.e. skip counting)
Recognizes constructs numbers with the decimal system materials
Performs static and dynamic operations with the decimal system materials
Familiar with names and values of a penny, nickel, and a dime
Familiar with time (1 hour and 1/2 hours)
Language
First Year Explorers
Pre-language work includes patterning, spatial, and manipulative activities
Oral language is encouraged with emphasis on learning nomenclature, speaking in sentences and correct enunciation
Sequencing and matching pictures
Use of materials that develop fine motor skills
Introduction to sounds and symbols for letters: tracing symbols
Recognizing name
Isolating beginning sounds in words
Second Year Experimenters
- Continued vocabulary work
Oral presentation to a group
Matching pictures and labels
Sequencing pictures and storytelling
Continued work with sounds and symbols
Writing letters; writing names; writing words
Continued work with isolating beginning sounds
Construction of short vowels, 3-letter phonetic words with manipulatives
Reading phonetic words and rhyming lists, sight words , books with visual clues , phonetic books
Isolating middle and end sounds in words
Third Year Experts
Learning advanced nomenclature
Participation in group discussions
Reading to a group
Perfecting handwriting skills Writing sentences
Continuing word construction with mixed short vowels, plurals, phonograms and long vowels
Reading more complex phonetic words; plural, phonograms and long vowels
Continued work with sight words
Reading phonetic books and books with long vowels and blends
Writing words from dictation and writing creatively
Learning the functions of words
Letter naming and alphabetizing
Mixed-Age Classroom
The mixed-age grouping in a Montessori environment is not accidental. Each child benefits from being exposed to those who are older, or younger, than they are. The younger children have role models to look up to from the very first day of class. They quickly learn how to behave and what is acceptable from watching the older children. They also see the older children working on the more advanced material, which piques their interest and curiosity.
The older children, in turn, benefit from being mentors to the younger ones. One of the best ways to internalize knowledge is to explain it to others, and often an older child will help teach certain concepts to a younger child. The oldest children in the classroom naturally take on a leadership role, which has been modeled for them by the children before them. This opportunity to lead can be a huge pay-off for many children and helps them build confidence and self-esteem.
These character traits are practiced and perfected each day, practicing empathy, showing love and affection for others of all ages and for oneself, exercising leadership skills, and being a positive role model to others.
During the third year, the mixed age environment really plays a key role. Here, even the most shy child has the opportunity to lead. There is always a younger child in need of mentoring. Kindergarteners seek out friends in need of assistance. Many have reached a point where they are able to present lessons to other students who are still learning. This act of cementing their own knowledge through teaching, happens many times each day in the mixed age classroom. They will take these experiences with them, wherever they go.
“To assist a child we must provide him with an environment which will enable him to develop freely. A child is passing through a period of self-realization, and it is enough simply to open up the door for him.”
Long Hill Montessori School
Email: LongHillMontessoriSchool@gmail.com
Website: www.LongHillMontessoriSchool.com
Location: 158 Central Avenue, Stirling, NJ, United States
Phone: (908) 647-1852