05/01/2026
We’ve all had the student who can sometimes generate rhymes but, for no lack of effort, just can’t match them. The student who cannot isolate the first sound in an object sort. Another who has worked with the first sandpaper letter box all year without true acquisition. Or an older student who can read many words by sight, yet cannot spell even the simplest words without guessing.
What do we do when a 4.5-year-old is not yet acquiring early phonological and phonemic skills, and a seven-year-old is still stuck?
This two-part webinar series, presented by Montessorian and special educator, Kerry Eremin, is for Montessori educators working with children ages 3–7 who recognize that sometimes the lessons in our albums are not enough for the children in front of us. We’ll focus on strengthening early literacy foundations, identifying gaps, and supporting children in Early Childhood and Lower Elementary classrooms who need additional support in phonological and phonemic awareness and early alphabetic principles.
What You Will Gain
⭐️ A deeper understanding of phonemic and phonological awareness, before and alongside phonics
⭐️ Support strategies for children who struggle with rhyming, syllabication, sound isolation, and symbol-sound correspondence
⭐️ Quick, simple assessments to identify gaps in specific skills
⭐️ Practical daily activities and games for circle, transitions, and shelf work
⭐️ Adaptations for sandpaper letters and the movable alphabet
🖥️ Join Kerry on May 12 and 26, 2026, 7–8:30 PM ET for this special two-part series!
Audience: Early Childhood & Elementary Educators
Cost: $100
Bringing the whole team? Schools registering 5 or more participants receive a 10% discount!
🔗 Register at tinyurl.com/TEPLiteracy
Kerry is an Early Childhood Learning Specialist at Brooklyn Heights Montessori School with over a decade of classroom experience. Kerry earned her BA in Elementary Education and Sociology from Smith College and her Master’s degree in Special Education from Bank Street College of Education. She holds New York State certification in Childhood General and Special Education and is a proud WSMS-TEP alum with an AMS Elementary I (6–9) credential and Montessori Inclusion Endorsement. Throughout her career, Kerry has worked in both public and private school settings and brings extensive experience supporting children with emotional and behavioral regulation, attention, executive functioning, and social cognition. She is deeply committed to creating inclusive learning environments where all children feel understood, capable, and supported in reaching their full potential.
