- Instead of using the phrase “reading and writing” consider speaking about “work with words.” This eliminates the reaction of “I can’t read” or “I don’t like to write.”
- Set a high expectation (“In this space we do work with words.”) but also provide scaffolding as is needed for each child.
- Some children may need to be shown how to use the controls to help them match the labels/etc for their work and then ask them to have an adult read those labels for them when their work is completed.
- Start with materials that have short words to read or copy: Baptism / Altar labels or card materials, L1 prayer cards, the Liturgical Calendar (which in L2 relies heavily on numbers which may be easier for some children), a booklet of the “3 Moments” of the Fettuccia (Creation, Redemption, Parousia), or writing the titles to the gestures booklets and drawing the gesture.
- Help struggling children to choose materials in which the coloring or drawing comes first and then space out the writing, asking for just a few words to be added each week: the altar collage, map making, a personal Fettuccia or blue strip with the three arrows, a City of Jerusalem map that is then labeled.
- Some children may prefer reading over writing. Early materials (which could even be matched instead of read) might include: labeling the model altar or Baptism area or working with their card materials, working with the pin maps, taking out and replacing the Books of the Bible materials in order by using a Bible’s table of contents, labeling the City of Jerusalem by using the control.
- While children who are reading may be able to read the Scripture booklets for the Infancy Narratives and Parables others might only be asked to find the correct booklet and have it with their work. Assist them in knowing the name of the material as well as the color of the booklet: “That’s the Found Coin and it’s a blue booklet because it’s a parable.”
- Consider having Scripture cards and Scripture booklets which match the Bible translation in your Atrium so that the children are hearing, matching, and reading consistent words. This means you will not be able to use “The Little Gospels” as they are the English translation of the Italian Bible used in Sofia’s Atrium.”
- Finally, don't forget that children in the second plane of development tend to work together. Try pairing up a non-reader with a reader!
Dr. Montessori’s approach to the elementary child relies heavily on her presumption that young children have the ability to explode into reading and writing before entering the second plane of development. As I’m sure you have noticed in several of the prior posts, I start with a similar expectation because Sofia and Gianna have developed the Atrium materials from this mindset. However, the reality is that we often encounter children for whom reading and writing is a struggle or even an impossibility. While the expectation of reading and/or writing is an essential way of elevating the work of the L2 child, it is not intended to be an obstacle to the engagement of any child in the L2 Atrium. From the beginning of the year, the catechist has the responsibility to work closely with the children, learning how much to ask of each individual while also providing scaffolding for those who need it in order for each child to succeed in this way in the Atrium. A few principles to keep in mind:
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Carolyn Kohlhaas
CGS Catechist and Formation Leader (Levels I, II, and III) Categories
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April 2024
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