Introducing Key Words In a Primary Classroom

Creating a Purposeful Atmosphere

Allowing children to work on something they’re truly interested in and carefully establishing expectations and routines creates a special atmosphere. Visitors to my K-2 classroom, during our active, Writing Work Period, often remarked about how calm, pleasant, and purposeful it felt.

For the children were freely walking about and talking with one another. Yet it was also obvious they took their work seriously — and enjoyed doing it.

I’m describing below what I did to help create that atmosphere.

Silent Demonstrations

Much of what I’m describing is my adaptation of what I observed the Dutch-trained Montessori directress doing, in the school I established for my own two preschool children. (See How This Approach Was Developed.) 

So, one of the strategies you’ll see is my version of what Montessori referred to as a Silent Demonstration. These are distinguished by slow, exaggerated movements, carried out in complete silence.

Seeing an adult behave in this way fascinates children, prompting them to carefully copy the procedures being modeled. 

So, I used Silent Demonstrations to introduce every new piece of equipment or set of materials — before putting them out for the children to use.

Following you’ll see how to use such demonstrations while introducing Key Words and The Steps. The example given is for a group. But the basic procedure also applies to working with one child alone.

Establishing Expectations & Routines While Introducing Key Words 

You might not go through the exact process outlined here. But you do need to plan and practice ahead of time how you’re going to demonstrate the exact procedures you want your children to follow. For once they’ve walked through the procedures with you and seen the Silent Demonstrations, you may find it difficult to make changes later.

The process has three parts.

First: Beginning At Your Table

Bring no more than four children to your table. Have a stack of large, blank writing books, with several copies of each color. (See Materials Needed….)

a) Invite each child to choose a book the color they want. Write their name on it, while everyone watches.

Give each child a word card with a hole already punched in the corner.

Write each child’s name on their card, as the group watches.

Once everyone has their name card, give them a metal ring and have them repeatedly practice opening the ring, placing their name card on it, and closing it again.

Have them place what you now refer to as their Word Ring on their book and fold their hands on top.

In almost a whisper, tell them you’re going to show them something new, that everyone will get to do it — and that they must be quiet and watch.

b) Begin with the child you expect will talk most freely. Go through the procedure outlined for Step 1 on the page, Detailed Directions… Here’s a very brief summary:

• • Have the child talk about something of interest.
  • Print the word on a Word Card, saying the names and/or sounds of each letter as you go.
  • Have the child trace over the letters with their finger.
  • Make a duplicate on regular paper.

c) Once that first child has their Word Card and duplicate, get up from the table, taking all the children with you.

Only the first child brings their materials with them.

Second: Up From Your Table With the Group

You are about to demonstrate the entire follow-up procedure. If everyone watches and practices carefully, you’ll need to do this only one time. So, be sure everyone is watching and has ample time to practice.

1) Stop at the Paper Punch Station, where there’s a single-hole punch, tied there with yarn. Explain they will need to come here to punch a hole in the new Word Card they’ll get every day.

Then stress that to show them how to use the punch, no one can talk — not even you!

Slowly and with elaborate movements, use a Silent Demonstration to show them how to use the punch.

Talking again, ask the first child to try it. (Use scraps of card stock.)

Then let everyone have a turn. (They’ll all practice again on their own Word Card tomorrow. This was primarily to get them used to the routine of stopping at the Hole Punch Station.)

2) Go on to the Gluing Station. (See item #3, under the section, For the Children, in  Materials Needed.)

Stress again: No one can talk as you demonstrate what to do.  (If someone disrupts, avoid breaking the silence. Freeze and wait until everyone is quiet and watching. The children usually shush them.)

Give a Silent Demonstration, applying only a little glue to the back of the duplicate of the first child’s word. Show them it will be placed at the bottom of the first page in that child’s writing book — but don’t place it.

Speaking again now — let the first child add more glue and place the duplicate on the bottom of the first page in their book.

Have scraps of paper handy so everyone can practice gluing and placing smaller scraps of paper at the bottom of larger ones.

3) Leaving the Gluing Station, explain they can sit where they want to draw a picture about their word.

Emphasize that when finished they must bring it to you — to be checked.

Show them the pins you use to signal you’ve seen their work and explain everyone must get a “pin” by then end of the writing period. (For checking work and giving pins, see Managing the Active Writing Work Period.)

Walk everyone over to where they are to store their Word Ring and Writing Book when finished. 

Ask each of the 4 children to say what they are to do each day before they put their book away.

Third: Back To Your Table With Remaining Children

Returning to your table with the 3 children —

1) Go through the procedure with the 2nd child. Have them tell you what they’re to do when they leave you: Glue, draw, then show you their work.

2) Before you start with the 3rd child, ask the 4th child if they already know what word they want. If so, invite them to start their drawing, rather than just sit and watch.

Work with this same group a second day to be sure they know what they’re doing.

On that second day, there’s one major difference: Don’t make holes in the word card ahead of time.

Instead, after you write a child’s word, make a mark where the hole should be. (Keep making marks a few more days.)

Then watch as that child makes a hole, using a punch you keep at your table. (Tomorrow, they’ll use the Hole Punch Station, after they leave you.)

If all goes well tomorrow, you’ll start a new group on the 3rd day. 

More About Organizing and Managing An Active Classroom

You can do much more to establish a smooth-running, active classroom. The menu item, In Classrooms — you’ll find the following discussions and directions:

• Ideas for  gradually getting started.
• A discussion of levels of control, establishing rules and procedures, and a description of teacher/student work cycles. 
• A description of items to include in supportive learning environment.

Additionally, see more about checking work, in Reward & Immediate Feedback. 

Most of this can also be applied to learning at home.

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