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Friday, October 10, 2025

A Decodable Book for Beginning Readers - Book 6: Mixed Short Vowels

 Luna and Meg at the Desert Museum

A Decodable Book for Beginning Readers - Book 6: Mixed Short Vowels











Target Skills:

  • All five short vowel sounds (a, e, i, o, u)
  • CVC (consonant-vowel-consonant) patterns
  • Blending and decoding multisyllabic words
  • High-frequency sight words
  • Virtue: Friendship and helping others

PAGE 1

The Big Trip

Luna and Meg get on the bus.

The class will go to the desert museum!

Luna has wild, BIG hair.

Meg has a red cap on.

"I am so glad we can sit together!" said Meg.

"Yes! This will be such fun!" said Luna.

Illustration Suggestion: Luna with her characteristic wild,  hair sitting next to Meg on a yellow school bus. Both girls are smiling excitedly. Other children visible in background seats. Window shows desert scenery outside.

Target Words: big, bus, class, will, desert, has, cap, am, glad, sit, yes, fun Sight Words: the, to, we, can, said, be, so, such, this

PAGE 2

At the Museum

The bus stops. The class gets off.

"Welcome to the Sonoran Desert Museum!" said the guide.

Luna and Meg run to the first exhibit.

But the wall is too tall!

"I cannot see the animals," said Luna.

"I cannot see them yet," said Meg.

Illustration Suggestion: Luna and Meg standing in front of a tall stone wall at the museum entrance. A friendly museum guide with a name tag stands nearby. Desert plants (saguaro cactus, prickly pear) visible. Both girls are on tiptoes trying to peek over but can't reach.

Target Words: bus, stops, class, gets, off, run, but, wall, tall, cannot, animals, yet Sight Words: the, to, first, is, too, see, I, them, said

PAGE 3

Meg Has a Plan

"I have a plan!" said Meg. "Stand on this rock. I will help lift you up!"

Luna stands on the flat rock.

Meg helps push Luna up a bit.

"I can see! I can see a big cat!" yells Luna.

"What is it?" asks Meg.

"It is a bobcat! It has spots and a short tail!"

Illustration Suggestion: Meg helping Luna stand on a flat desert rock. Luna is looking over the exhibit wall, pointing excitedly. A bobcat is visible in the exhibit (spotted fur, short tail, tufted ears). Meg is steadying Luna from behind.

Target Words: plan, stand, rock, will, help, lift, flat, push, bit, can, big, cat, yells, asks, bobcat, has, spots, short, tail Sight Words: I, a, on, this, you, up, what, is, it, and

PAGE 4

Luna Helps Meg

"Now it is your turn," said Luna. "I will help YOU see!"

Luna and Meg swap spots.

Luna helps Meg stand tall on the rock.

"I can see the bobcat! It is licking its paw!" giggles Meg.

"Good pals help each other!" said Luna.

"Yes! That is what pals do!" said Meg.

Illustration Suggestion: Now Luna is helping Meg look over the wall. Their positions are reversed from the previous page. The bobcat in the exhibit is grooming itself, licking its paw. Both girls are happy and laughing together.

Target Words: turn, will, help, swap, spots, stand, tall, rock, can, bobcat, licking, paw, giggles, pals, each, yes, do Sight Words: now, it, is, your, I, you, see, the, other, that, what, said

PAGE 5

The Reptile Room

The class walks to the reptile room.

Luna and Meg rush to the glass tanks.

"Look! A big lizard!" said Luna.

But Meg is too short. She cannot see in the tank.

"Hop on my back," said Luna. "I am strong! I can help you see!"

Meg hops up. "I can see it now! Thanks, Luna!"

Illustration Suggestion: Inside a dim reptile room with glass terrariums. Luna crouches down, piggyback-style, while Meg climbs onto her back to see into a tank. A large Gila monster lizard is visible inside the tank on rocks. Other classmates exploring in background.

Target Words: class, walks, rush, glass, tanks, big, lizard, but, short, cannot, tank, hop, back, strong, can, help, hops, thanks Sight Words: the, to, look, a, said, is, too, she, in, on, my, I, you, see, it, now

PAGE 6

The Desert Garden

Luna and Meg walk to the desert garden.

Tall cactus plants stand in the hot sun.

The plants have sharp spines.

"Do not touch!" said the sign.

"I wish I could see the top of that tall cactus," said Meg.

Luna helps Meg stand on a step.

"I can see a bird nest at the top!" said Meg.

Illustration Suggestion: Desert garden with towering saguaro cacti. Luna helping Meg stand on a wooden viewing step/platform. A small bird's nest visible in a hole in the cactus. Warning sign "Do Not Touch" visible. Bright sunny day with blue sky.

Target Words: walk, garden, tall, cactus, plants, stand, hot, sun, plants, sharp, spines, not, touch, wish, top, helps, step, can, nest, at Sight Words: the, to, in, have, do, said, I, could, see, that, of, a

PAGE 7

Lunch Time!

"It is lunch time!" said the guide.

Luna and Meg sit on a bench. They unpack their lunches.

"I am picky," said Meg with a grin. "I just have Jell-O and Twinkies!"

Luna giggles. "I love hot dogs and Hot Pockets!"

"We both like fun snacks!" said Luna.

"Yes! Yum!" said Meg. The pals munch and chat.

Illustration Suggestion: Luna and Meg sitting together on a wooden picnic bench under a ramada (shade structure). Their lunches spread out - Meg has red Jell-O cups and Twinkies, Luna has hot dogs and Hot Pockets. Both girls are smiling and laughing together. Desert museum visible in background.

Target Words: lunch, sit, bench, unpack, picky, grin, just, Jell-O, giggles, hot, dogs, pockets, both, fun, snacks, yum, pals, munch, chat Sight Words: it, is, time, said, the, and, on, their, I, am, with, have, love, we, like, yes

PAGE 8

Best Pals

After lunch, Luna and Meg spot a pond.

"Let us look at the fish!" said Meg.

The wall is tall again. But the pals have a plan!

They help each other stand and look.

"I see red fish and black fish!" said Luna.

"I see them swim fast!" said Meg.

"We are such a good team!" they both yell.

Illustration Suggestion: Luna and Meg at a pond exhibit, taking turns helping each other see over the wall. Colorful fish (red and black) visible in the pond. Their classmates nearby. Both girls have big smiles showing their friendship and teamwork.

Target Words: lunch, spot, pond, let, fish, wall, tall, pals, plan, help, each, stand, red, black, swim, fast, such, team, both, yell Sight Words: after, and, us, look, at, the, said, is, again, but, have, a, they, other, I, see, we, are, good

PAGE 9

The End of the Trip

The class gets back on the bus.

Luna and Meg sit together again.

"That was the best trip!" said Luna.

"Yes! And you are the best pal!" said Meg.

"Good pals help each other see new things!" said Luna.

The bus rumbles back to school.

Luna and Meg cannot stop grinning!

Illustration Suggestion: Luna and Meg on the bus ride home, sitting together and smiling. Luna's wild hair is a bit messier from the day's adventures. Meg still has her red cap. Through the bus window, the desert museum is visible in the distance. Both girls look happy and tired from their fun day. Maybe they're holding hands or have their arms around each other showing friendship.

Target Words: class, gets, back, bus, sit, best, trip, yes, pal, pals, help, each, things, rumbles, school, cannot, stop, grinning Sight Words: the, on, and, again, that, was, said, you, are, good, other, see, new, to

Word Lists for Practice

Short A Words

am, can, had, has, back, black, flat, plan, stand, pal, pals, that, glad, cap, chat

Short E Words

yes, get, gets, red, help, Meg, best, desk, them, step, yell, bench, pet, pen

Short I Words

big, bit, is, it, will, sit, with, grin, fish, wish, lift, giggle, licking, trip

Short O Words

on, not, stop, hop, hops, got, hot, top, rock, spots, bobcat, pod, locks

Short U Words

us, up, but, bus, fun, yum, run, rush, munch, sun, pump, tub, bugs, cups

High-Frequency Sight Words Review

the, to, a, and, I, you, we, they, said, have, do, what, are, see, look, was, is, of, for, my, your, now, after, other, could, would

Discussion Questions for Parents/Teachers

  1. How did Luna and Meg show friendship in this story?
  2. What problem did the girls have at the museum? How did they solve it?
  3. Why is it important to help your friends?
  4. What was your favorite animal that Luna and Meg saw?
  5. Have you ever been to a desert museum? What did you see?
  6. What makes someone a good friend?
  7. How did Luna and Meg work as a team?
  8. What special things do you like about your friends?

Virtue Focus: Friendship

Key Lesson: Good friends help each other and work together as a team. Luna and Meg showed friendship by:

  • Helping each other see over tall walls
  • Taking turns
  • Sharing about themselves (their favorite foods)
  • Working together to solve problems
  • Celebrating each other's ideas

Extension Activity: Have your child draw a picture of themselves helping a friend, or write about a time they were a good friend to someone.

End of Book 6


Montessori-Inspired Reading Activities

Luna and Meg at the Desert Museum - Book 6

MONTESSORI PHILOSOPHY FOR READING

Core Principles:

  1. Hands-on, multisensory learning - Children learn through touch, sight, sound, and movement
  2. Self-paced progress - Each child moves forward when ready
  3. Concrete to abstract - Begin with physical objects, move to symbols
  4. Child-directed with adult guidance - Follow the child's interests while providing structure
  5. Prepared environment - Materials organized, accessible, and inviting

SECTION 1: SANDPAPER LETTERS ACTIVITIES

Activity 1: Vowel Tracing Sequence

Materials Needed:

  • Sandpaper letters: a, e, i, o, u (lowercase)
  • Small tray or basket
  • Soft cloth for cleaning hands

Presentation:

  1. Invite child to the reading table
  2. Place vowel letters on tray from left to right
  3. Say: "Today we will practice our vowel sounds"
  4. Pick up 'a' letter
  5. Trace the letter with index and middle fingers (writing direction)
  6. Say the sound "/ă/" three times while tracing three times
  7. Invite child to trace and say sound
  8. Repeat with remaining vowels

Extensions:

  • Eyes closed tracing: Child closes eyes and traces, focusing on tactile sensation
  • Air writing: After tracing, child writes letter in the air with large movements
  • Partner game: One child traces letter on other child's back; partner guesses the letter

Self-Correction: Child can trace again if unsure, feeling the shape of the letter

Activity 2: Three-Period Lesson for Mixed Vowels

Period One: Naming (Introduction)

  • Adult: "This is /ă/" (traces sandpaper a)
  • Adult: "This is /ĕ/" (traces sandpaper e)
  • Adult: "This is /ĭ/" (traces sandpaper i)
  • Child traces each one while saying sound

Period Two: Recognition (Practice)

  • Adult: "Show me /ĕ/"
  • Adult: "Point to /ă/"
  • Adult: "Touch /ĭ/"
  • Adult: "Give me /ŏ/"
  • Mix up the order, ensuring child can identify each

Period Three: Recall (Assessment)

  • Adult points to each letter: "What is this?"
  • Child responds with sound
  • Only move to Period Three when child shows mastery in Period Two

Notes for Parents:

  • Spend as much time as needed on each period
  • If child struggles in Period Two, return to Period One
  • Never test or quiz - this should be joyful learning

Activity 3: Sandpaper Letter Matching Game

Materials:

  • Sandpaper vowel letters
  • Printed vowel letters on cards (same size)
  • Small objects or pictures with short vowel sounds

Activity:

  1. Spread sandpaper letters on table
  2. Child picks a printed letter card
  3. Child finds matching sandpaper letter
  4. Traces sandpaper letter while saying sound
  5. Finds object/picture with that vowel sound
  6. Places object next to sandpaper letter

Example:

  • Pick card "o"
  • Find sandpaper "o"
  • Trace while saying "/ŏ/"
  • Find picture of "dog"
  • Place dog picture next to sandpaper o

SECTION 2: SAND TRAY WRITING

Activity 4: Vowel Formation in Sand

Materials:

  • Shallow wooden tray (10" x 14" recommended)
  • Fine sand, salt, or colored sand
  • Vowel sound cards
  • Small smooth stick (optional)

Presentation:

  1. Show child how to smooth sand with flat hand
  2. Demonstrate writing one vowel with index finger
  3. Say sound while writing: "/ă/ /ă/ /ă/"
  4. Smooth sand
  5. Invite child to practice

Practice Sequence:

  • Write each vowel 5 times
  • Write vowels in ABC order
  • Write vowels randomly as adult calls them out
  • Write CVC words: cat, bed, pig, dog, bug

Benefits:

  • Develops fine motor control
  • Provides immediate tactile feedback
  • Mistakes easily erased
  • Fun and engaging
  • Prepares hand for pencil writing

Activity 5: CVC Word Building in Sand

Materials:

  • Sand tray
  • Word cards from Luna and Meg story
  • Small desert animal figurines (optional)

Procedure:

  1. Adult shows word card: "cat"
  2. Child says word slowly: /c/ /ă/ /t/
  3. Child writes word in sand, saying each sound
  4. Child blends word: "cat"
  5. (Optional) Child places cat figurine next to written word
  6. Smooth sand and repeat

Story Words to Practice:

  • Page 1: bus, big, cap, sit, fun
  • Page 2: wall, tall, run, yet
  • Page 3: rock, lift, cat, spot
  • Page 4: help, pals, paw
  • Page 5: hop, back, tank
  • Page 6: hot, sun, top, nest
  • Page 7: bench, lunch, hot, dogs
  • Page 8: pond, fish, fast, yell
  • Page 9: best, trip, grin

SECTION 3: MOVEABLE ALPHABET

Activity 6: Building Story Words

Materials:

  • Montessori moveable alphabet (vowels in blue, consonants in red/pink)
  • Work mat or tray
  • Luna and Meg book
  • Picture cards of story words

Basic Presentation:

  1. Child selects picture card (e.g., bus)
  2. Says word naturally: "bus"
  3. Segments sounds: /b/ /ŭ/ /s/
  4. Counts sounds on fingers (3 sounds)
  5. Places consonants and vowels to spell: b-u-s
  6. Reads word by blending: "bus"
  7. Checks with picture card

Self-Correction:

  • Pictures on back of word cards
  • Child reads their word and checks if it matches picture

Progressive Difficulty:

  • Level 1: Three-letter CVC words (cat, dog, pig)
  • Level 2: Four-letter words with blends (flat, help, lift)
  • Level 3: Two-syllable words (bobcat = bob-cat, cannot = can-not)

Activity 7: Sentence Building with Moveable Alphabet

Materials:

  • Moveable alphabet
  • Sentence strips from book
  • Long work mat

Simple Sentences from Story:

  1. "Luna and Meg sit."
  2. "The bus stops."
  3. "I can help."
  4. "We are pals."
  5. "Meg has fun."

Procedure:

  1. Adult writes sentence on strip
  2. Child reads sentence
  3. Child builds sentence with moveable alphabet
  4. Child reads sentence they built
  5. Child copies sentence onto paper

Extension: Child creates their own sentence about Luna and Meg using moveable alphabet

SECTION 4: OBJECT-BASED LEARNING

Activity 8: Vowel Sound Sorting

Materials:

  • Five baskets labeled: a, e, i, o, u
  • 25-30 small objects (5-6 for each vowel sound)

Suggested Objects:

  • Short a: plastic cat, fan, hat, bag, map, cap
  • Short e: bell, shell, pencil, red crayon, hen figurine, vest
  • Short i: fish, pig, bib, lid, pin, wig
  • Short o: sock, mop, doll, fox, log, lock
  • Short u: cup, bug, duck, sun, drum, brush

Activity:

  1. Child selects object
  2. Says object name slowly
  3. Identifies middle sound
  4. Places in correct vowel basket
  5. Continues until all objects sorted

Self-Correction:

  • Adult can provide answer key
  • Or color-code objects (all short a objects have red dot on bottom)

Activity 9: Desert Museum Object Box

Materials:

  • Small box or basket
  • Miniature desert animals (lizard, snake, bird, cat/bobcat)
  • Small cactus figurines
  • Labels with animal names

Activity:

  1. Child explores desert objects
  2. Chooses one object
  3. Finds matching label
  4. Reads label
  5. Writes about object: "This is a big cat. It has spots."

Label Examples:

  • bobcat
  • lizard
  • snake
  • cactus
  • nest
  • rock
  • sand

SECTION 5: WRITING PREPARATION

Activity 10: Metal Insets for Letter Formation

Materials:

  • Montessori metal insets (geometric shapes)
  • Colored pencils
  • Paper
  • Tray

Purpose: Develops pencil control and fine motor skills needed for writing letters

Presentation:

  1. Choose inset (e.g., circle)
  2. Trace around outside edge
  3. Fill shape with parallel lines (left to right)
  4. Practice control and precision

Progression to Letters: Once child masters insets, they're ready to write letters on paper with good control

Activity 11: Chalkboard Letter Writing

Materials:

  • Small chalkboard or whiteboard
  • Chalk or dry-erase markers
  • Sandpaper letters for reference
  • Damp cloth

Sequence:

  1. Child traces sandpaper letter
  2. Child writes same letter large on chalkboard (5-6 times)
  3. Child writes letter medium size (5-6 times)
  4. Child writes letter small size
  5. Child erases and begins new letter

Benefits of Chalkboard:

  • Large movements develop muscle memory
  • Easy to erase and try again
  • Less pressure than pencil/paper
  • Builds confidence

Activity 12: Lined Paper Introduction

Materials:

  • Wide-ruled primary paper
  • Pencil with good grip
  • Sandpaper letter reference
  • Word cards

First Writing Exercises:

  1. Letter practice: Write each vowel 3 times
  2. CVC words: cat, bed, pig, dog, cup
  3. Sight words: the, and, I, can
  4. Story words: Luna, Meg, bus, fun
  5. Simple sentences: "I can run." "Meg is fun."

Montessori Approach:

  • Child writes only when ready
  • No forced writing before motor skills are developed
  • Quality over quantity
  • Encourage proper pencil grip from start

SECTION 6: READING WORK CYCLE

Activity 13: Independent Reading Station

Materials Setup:

  • Small table or mat
  • Book basket with Luna and Meg book
  • Pointer or finger tracker
  • Stuffed animal "reading buddy"

Independent Work Cycle:

  1. Child selects reading space
  2. Gets book from basket
  3. Reads aloud to stuffed animal
  4. Uses pointer to track words
  5. Returns book neatly to basket when finished

Teacher/Parent Role:

  • Observe from distance
  • Only intervene if child requests help
  • Note progress and challenges
  • Celebrate independence

Activity 14: Reading Journal

Materials:

  • Blank journal or notebook
  • Colored pencils/crayons
  • Story word bank

After Reading Each Page: Child chooses one activity:

  1. Draw favorite part and label with words
  2. Write one sentence about Luna or Meg
  3. Copy favorite sentence from page
  4. List short vowel words found on page
  5. Draw and label a desert animal

Example Entry:

Page 3: Luna and Meg see a bobcat!
[Child's drawing of bobcat]
Words I read: cat, big, spot, rock

SECTION 7: PRACTICAL LIFE CONNECTIONS

Activity 15: Book Care

Materials:

  • Luna and Meg book
  • Soft cloth
  • Book basket
  • Bookmark

Practical Life Skills:

  1. Turning pages gently from top corner
  2. Using bookmark to save place
  3. Wiping book cover with soft cloth
  4. Returning book to basket properly
  5. Holding book correctly (not by spine)

Purpose:

  • Develops respect for materials
  • Fine motor refinement
  • Independence
  • Care of environment

Activity 16: Letter Formation with Playdough

Materials:

  • Playdough (homemade or store-bought)
  • Laminated vowel letter cards
  • Work mat
  • Small rolling pin

Activity:

  1. Roll playdough into "snakes" (long, thin rolls)
  2. Form vowels with playdough on letter cards
  3. Trace over playdough letters while saying sounds
  4. Build CVC words with playdough letters

Playdough Recipe:

  • 2 cups flour
  • 1 cup salt
  • 2 tablespoons cream of tartar
  • 2 tablespoons oil
  • 2 cups water
  • Food coloring Cook on medium heat, stirring constantly until it forms a ball.

SECTION 8: MONTESSORI ASSESSMENT

Observation Checklist

Emerging Skills (needs support):

  • Child can identify 3-4 short vowel sounds
  • Attempts to blend CVC words with support
  • Traces sandpaper letters with prompting
  • Shows interest in reading materials

Developing Skills (increasing independence):

  • Child identifies all 5 short vowel sounds
  • Blends most CVC words independently
  • Traces sandpaper letters correctly
  • Reads simple sentences with some errors
  • Writes vowels in sand tray

Mastered Skills (independent):

  • Child identifies and produces all short vowel sounds automatically
  • Blends CVC words fluently
  • Reads connected text (Luna and Meg book) with 90%+ accuracy
  • Writes CVC words from dictation
  • Self-corrects errors
  • Shows reading fluency and expression

SECTION 9: WORK PLANS FOR HOME EDUCATORS

Week 1: Vowel Introduction and Review

Monday:

  • Sandpaper letter tracing (15 min)
  • Sand tray vowel writing (10 min)
  • Read pages 1-2 together (15 min)

Tuesday:

  • Three-period lesson with a, e, i (20 min)
  • Moveable alphabet: build 5 CVC words (15 min)
  • Read pages 3-4 together (10 min)

Wednesday:

  • Sand tray word building (15 min)
  • Vowel sound sorting with objects (15 min)
  • Read pages 5-6 together (15 min)

Thursday:

  • Three-period lesson with o, u (20 min)
  • Metal insets practice (15 min)
  • Read pages 7-8 together (10 min)

Friday:

  • Review all vowels with sandpaper letters (10 min)
  • Read page 9 together (10 min)
  • Reading journal activity (15 min)
  • Celebration: Child reads favorite page to family

Week 2: Building Fluency and Writing

Monday:

  • Moveable alphabet sentence building (20 min)
  • Independent reading with stuffed animal (15 min)
  • Playdough letter formation (10 min)

Tuesday:

  • Sand tray word families (15 min)
  • Chalkboard writing practice (15 min)
  • Partner reading (pages 1-4) (15 min)

Wednesday:

  • Object box sorting and labeling (20 min)
  • Reading journal (15 min)
  • Read pages 5-9 independently (10 min)

Thursday:

  • Moveable alphabet: create own sentences (20 min)
  • Lined paper writing (15 min)
  • Read entire book with fluency (15 min)

Friday:

  • Assessment: Read to adult (20 min)
  • Celebration activity: choose favorite activity from week (20 min)
  • Share learning with family member (10 min)

SECTION 10: PRINTABLE WORKSHEETS

Worksheet 1: Vowel Identification

Directions: Circle the vowel in each word. Say the vowel sound.

cat    bed    pig    dog    sun
bus    map    hen    sit    hop
pal    web    fin    mop    rug
plan   help   swim   rock   jump

Worksheet 2: Picture-to-Word Matching

Directions: Draw a line from each picture to its word.

[Picture of cat]          dog
[Picture of bed]          cat
[Picture of dog]          bed
[Picture of pig]          sun
[Picture of sun]          pig

Worksheet 3: Fill in the Missing Vowel

Directions: Write the missing vowel to complete each word from Luna and Meg's story.

b _ s    (bus)
c _ p    (cap)
r _ n    (run)
h _ p    (hop)
s _ t    (sit)
p _ ls   (pals)
f _ sh   (fish)
h _ t    (hot)
p _ nd   (pond)
f _ n    (fun)

Worksheet 4: Build-a-Word

Directions: Use the letters to build words. Write the words on the lines.

Letters provided: c, a, t, p, b, s, r, m

c a t  ___________
c a p  ___________
m a p  ___________
b a t  ___________
r a t  ___________
s a t  ___________

Worksheet 5: Story Comprehension

Directions: Draw and write about Luna and Meg's adventure.

1. Who went to the museum?
   _________________________________

2. What problem did Luna and Meg have?
   _________________________________

3. How did they help each other?
   _________________________________

4. Draw your favorite part of the story:
   [Large box for drawing]

5. Write one sentence about friendship:
   _________________________________

Worksheet 6: Vowel Sort

Directions: Cut out the words at the bottom. Glue them under the correct vowel sound.

     a           e           i           o           u
  ________    ________    ________    ________    ________
  
  ________    ________    ________    ________    ________


[Cut here]
-----------------------------------------------------------
cat | bed | pig | dog | sun | hat | pen | fish | mop | cup

Worksheet 7: Write About Luna and Meg

Directions: Complete the sentences about the story.

1. Luna has _____________ hair.

2. Meg has a red _____________.

3. They went to the _____________ museum.

4. The wall was too _____________.

5. Luna and Meg are good _____________.

Word Bank: tall, pals, cap, big, desert

Worksheet 8: Trace and Write

Directions: Trace the vowels, then write them on your own.

a  a  a  ___  ___  ___

e  e  e  ___  ___  ___

i  i  i  ___  ___  ___

o  o  o  ___  ___  ___

u  u  u  ___  ___  ___

Worksheet 9: Reading Fluency Check

Directions: Read these sentences 3 times. Color a star each time you read them.

Luna and Meg are pals.  ★ ★ ★

They go to the museum.  ★ ★ ★

The wall is too tall.   ★ ★ ★

Luna helps Meg see.     ★ ★ ★

Meg helps Luna too.     ★ ★ ★

SECTION 11: MATERIALS PREPARATION GUIDE

How to Make Sandpaper Letters

Materials:

  • Cardboard or wooden squares (4" x 6")
  • Fine sandpaper
  • Pencil
  • Scissors
  • Glue
  • Blue paint (for vowels)

Steps:

  1. Paint cardboard squares blue (for vowels)
  2. Let dry completely
  3. Draw lowercase letter on back of sandpaper
  4. Cut out letter carefully
  5. Glue sandpaper letter onto painted square
  6. Ensure letter faces correct direction
  7. Allow to dry 24 hours

Storage:

  • Keep in a small basket or box
  • Store flat to prevent warping
  • Keep vowels separate from consonants

How to Create a Sound Box

Materials:

  • 5 small boxes or containers
  • Labels: a, e, i, o, u
  • Small objects or picture cards (30-50 items)

Setup:

  1. Label each box with a vowel letter
  2. Add keyword picture (apple, elephant, igloo, octopus, umbrella)
  3. Collect objects/pictures for each vowel sound
  4. Store all boxes on low shelf for easy access

How to Make a Moveable Alphabet

Materials:

  • Colored cardstock (blue for vowels, red for consonants)
  • Laminator (optional but recommended)
  • Scissors
  • Box with dividers

Steps:

  1. Print lowercase letters on cardstock (1.5" tall recommended)
  2. Make multiple copies (5-10 of each vowel, 3-5 of each consonant)
  3. Laminate for durability
  4. Cut out each letter
  5. Store in divided box alphabetically

Tip: Make extra vowels - they're used most frequently!

SECTION 12: PARENT REFLECTION JOURNAL

Weekly Observation Questions:

Week of: _____________

  1. What vowel sounds does my child identify quickly?

  2. Which vowel sounds need more practice?

  3. What activities did my child enjoy most this week?

  4. What challenges did my child face?

  5. How did I support my child's learning?

  6. What will I focus on next week?

  7. Celebrate success! What milestone did my child reach?

MONTESSORI READING ENVIRONMENT SETUP

Creating the Reading Space:

Essential Elements:

  1. Low shelf with reading materials at child's eye level
  2. Small table and chair sized for child
  3. Good lighting (natural light ideal)
  4. Quiet space away from distractions
  5. Reading rug or mat for floor work
  6. Book basket with 3-5 books rotated weekly
  7. Writing materials easily accessible

Materials Organization:

  • Left to right arrangement (reading direction)
  • Simple to complex (easiest activities on left)
  • Complete sets in baskets/trays
  • Everything has a designated spot
  • Child can access independently

Aesthetic Considerations:

  • Calm, neutral colors
  • Natural materials (wood, wicker)
  • Uncluttered space
  • Beauty and order
  • Inviting and peaceful

FINAL THOUGHTS FOR PARENTS

Trust the Process

Montessori education respects each child's individual timeline. Some children:

  • Master vowel sounds quickly
  • Others need weeks of daily practice
  • Some prefer hands-on activities
  • Others gravitate toward books immediately

All paths are valid!

Follow the Child

Notice what your child is drawn to:

  • Do they love the sand tray? Use it daily!
  • Fascinated by the moveable alphabet? Let them build for 30 minutes!
  • Want to read the same page repeatedly? That's perfect!

Celebrate Small Wins

Every step forward deserves celebration:

  • Correctly identifying one vowel sound
  • Blending their first CVC word
  • Reading one sentence independently
  • Writing their name

Be Patient

Reading is a complex skill that develops over time. With consistent, joyful practice using these Montessori-inspired activities, your child will become a confident, capable reader!

Remember: The goal is not just to teach reading, but to foster a lifelong love of learning.

🌵 Happy Reading! 🌵

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