1. Copyright (c) 2006 Senari Programs Using a Study Unit Prepared by Senari Academy

2. Copyright (c) 2006 Senari Programs Presentations (in order of age and experience of the student) Match labeled pictures to unlabeled pictures. Match name labels to labeled pictures. Match name labels to unlabeled pictures and checking them with labeled pictures. Match descriptions to unlabeled pictures. (Check name labels on the back.) Match name labels to descriptions. Make a booklet 1.Copy the descriptions. 2.Color the pictures appropriately. 3.Reading the descriptions after writing them.

3. Copyright (c) 2006 Senari Programs Match Pictures 2 year old students can do this version of the exercise. A high chair or a booster seat at the table provides a good prepared environment for this age group. The names on the labeled pictures may be taught at this level. Limit the number of cards used when the exercise is presented the first time. Increase the number of cards as you see fit.

4. Copyright (c) 2006 Senari Programs Match Labels to Labeled Pictures The next level of difficulty is to match the labels to the labeled pictures, as shown to the right. A booster seat at the table or an area on the floor is needed depending on the number of pictures and labels. The names on the labels should be taught at this level. You may be surprised to find that the young child will be able to recognize some of the words on the labels after doing this exercise a few times.

5. Copyright (c) 2006 Senari Programs Match Labels to Pictures After the student is able to recognize some of the words on the labels, move to the next level of difficulty. Match the labels to the pictures, as shown to the right. Provide a control of error by writing the name on the back of the unlabeled picture or having the labeled pictures available for the student to check his work. The control of error means that the materials (not the teacher) let the student know when s/he has made an error.

6. Copyright (c) 2006 Senari Programs Match Pictures to Descriptions As soon as the student can read, use this level of the exercise. A place at a table provides a good prepared environment for this exercise. Use the descriptions that contain the name of the characteristic for the first presentations. Use the descriptions without the names when the student is ready for the next level of difficulty. Be sure you have a control of error for each of these exercises. The ear is the rabbit’s organ of hearing. It is also responsible for sensing sounds. This is the rabbit’s organ of hearing. It is also responsible for sensing sounds.

7. Copyright (c) 2006 Senari Programs Match Names to Descriptions Use the descriptions that contain the name of the characteristic for the first presentations. The control of error is the word within the description. You may want to use the labeled picture as well. Use the descriptions without the names when the student is ready for the next level of difficulty. The control of error may be the labeled picture or the description containing the name. This is the rabbit’s organ of hearing. It is also responsible for sensing sounds. The ear is the rabbit’s organ of hearing. It is also responsible for sensing sounds.

8. Copyright (c) 2006 Senari Programs Examples – Part 1 Mary Chacko, age 7, worked on the Light Bulb study unit, from matching the pictures, labels and definitions, to making the booklet. These students work at the dining room table because there are infants and toddlers in the house and the work space of the student must be respected! Each student may approach the exercise differently. The teacher’s job is to observe how each child learns and make any necessary adjustments.

9. Copyright (c) 2006 Senari Programs Examples – Part 2 Mary used the descriptions containing the names because she would need those to write in her booklet. After writing each description, she colored the part of the light bulb described on the page, using the picture card. To save printer ink and paper, booklets can be made by pasting a blank picture on a piece of notebook paper for each description given in the study unit.

10. Copyright (c) 2006 Senari Programs Examples – Part 3 Several students can use the same work space, as long as they respect each other’s work. Mix and match age groups and topics. Conversation between students will show you that they will all learn whatever topics are on the table. Here Randy (high school) is working on an Animal Cell study unit, and Michael (age 5) is working on his multiplication tables, while Mary (to the right of Michael) works on her Light Bulb study unit.

11. Copyright (c) 2006 Senari Programs Study Unit Summary Senari Academy’s Study Units are a variation and extension of the 3-part cards used in Montessori classrooms. To the labeled picture, unlabeled picture, and label included in the Montessori model, we have added a description with the name, a description without the name, a coloring page, and pages for making a booklet. For older students, 8 and above, we provide Microsoft Word templates so that they can make Study Units for their own use, or the use of their siblings. Our students also have the opportunity of publishing their Study Units on our Yahoo! Group, Homeschool_Helper, or on our website, www.senari.com

12. Copyright (c) 2006 Senari Programs On to High School and College Making study units prepares students to make their own study aids whenever they have a subject that lends itself to this format, i.e., a picture/diagram, a definition, and a label. One of my daughters earned money by tutoring while doing her Pre-Med studies. She charged each of 5 students $10/hour and let them play her “games.” She learned the subject matter as she made the games, earned more than she could have by tutoring individuals, and her students successfully learned the material she presented. For those of you who are wondering where Montessori principles can lead, this may give you a hint!