Our 3-part card format means each part of the object you're learning about has 1 labeled card, 1 card without a label, and 1 label.
That's how you use Montessori nomenclature!
The child can then use the blackline master to color in each "part", and label them if they are able. If not, you can write the labels for them. Put the colored and labeled blackline masters together and the child now has a booklet with all the parts of the ladybug.
This work is presented to the child using a 3 Period Lesson.
Period 1: Identify the parts (start with 3 parts). Lay the first picture card on the table and say "This is a ladybug," (have the child repeat each name after you). Lay down the next card - "This is the elytra." Then, "these are the spots". Once all three cards have been identified review them one last time by pointing to each one and saying the name, making sure the child repeats each name.
The book has a page for each part of the object you're learning about. A short description of the part is on the opposite page.
Type your paragraph here.
Montessori Nomenclature is fun, and a great way for children to learn new vocabulary. Nomenclature can be made about anything, as long as the children are interested in it. Our nomenclature covers Botany, Zoology, and Other (health, sciences, etc.). Most of our nomenclature comes in a 3-part card format with a small book to accompany them. We do have a small selection of Definition Sets which follow the traditional 5-part format.
Once all of the parts are known by the child you can introduce them to the book. Depending on the reading ability of the child, you may have to read it all to them, or perhaps they can read portions of it themselves.
Period 2: Recognition and Association. Re-arrange the cards and ask the child for a specific part. "Can you show me the spots?" "Can you place the elytra here?" (pointing to a spot on the table). Re-arrange the cards again and ask for each part, or have the child manipulate the order of them ("can you place the ladybug beside the spots?"). You can have the child close their eyes while you re-arrange the cards again. Request the cards again, making sure the child is repeating the names clearly and properly.
This period is much longer than the first to extend the handling and movement of the cards. This handling, movement, and repetition increases their memory and will solidify their recognition of the names. There are many variations that can be used in the second period that will hold a child's interest. The movement will make the lesson more attractive and help the child be successful, so be creative!
Period 3: Recall. Place the 3 cards back in front of the child. Point to the first card and ask "What is this?" Repeat with the second and third cards.
This is the 'testing' period. This is, in fact, the very first time you have asked the child to verbally recall the names of the parts. It is important to proceed to this period only if you feel the child will be successful. If the child is unable to recall the name of the parts, give the name again and casually end the lesson without making the child feel as though they've failed.
If the child is successful and is still interested, continue on with the next 3 parts. Repeat until all of the cards have been taught.
If the child is reading, they can then use the labels to identify the parts. Have the child read a label and place it below the picture card. They can use the card with the label attached (the control card) to check their labeling work.