Assignment Submitted

By
Mrs Faiza Ali
Roll No: D11374
MODULE 6
Hand writing and Grammar
Exercices (Language Part 2)

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Question No 1.
How would you teach numbers 0 to 10 to a child according to Montessori Method? Explain all the
exercises in this group briefly in your own words?
Answer:

The most important preparation of the environment for the successful development of spoken and written
language in the child’s personality is the home language. it is never too early to speak clearly and
precisely to the child. The successful environment for the language is created at the home by mothers and
care takers. Reading aloud for the child at home gives the message to the child that reading is fun for him.
Reading the story books for the child by his mother at home makes the meanings clear and he knows how
to use the word with the sense in his language .the child also built his vocabulary unconsciously through
listening to the story books from his mother which would never come up in spoken language.

Although reading and writing should not be taught to child before the age of six or seven, yet he is
introduced to the concepts of reading and writing by giving the sensorial experiences of appropriate
materials and sometimes as early as 3 or 4 years of age.

Since 99% of written language is in the lower case letters.in the Montessori class rooms and at home the
child should be taught firstly with the small alphabet rather than capital (“a” and “b”, not “A” and
“B”).During the introduction of the small alphabets to the child the sounds are pronounced instead of the
words.

Using the moveable alphabets

 Take the small alphabet set and all the letters should be in the same color.
 Take either one large piece of cloth or the piece of paper with four lines, the top and bottom lines
are pink in color and the rest of the two lines are aquamarine.

Concept of grass letters

 First of all try to give the concept of the grass letters to the child,
 Thus, take out the letter “a “from the box and place it between the first set of lines.
 Then teach to the child that the letters fits completely with in the middle two lines is called the
grass letters and ask the child to try to find out the other letter that can be perfectly fit between the
two lines.
 When he has placed all those letters which are fit between two lines, tell him that these are all
grass letters in small alphabets.(a,c,e,I,m,n,o,r,s,u,v,w,x,y,z),these letters are called grass letters.

Concept of sky letters

 Next, take out the letter “b’ and place it at the beginning of the second set of guide lines and
show to the child that a letter with a stem goes up to the pink line is called a sky letter.
 Then, ask the child to find out al either letters with the stem going up to the pink line.
 When the child is successful in completing to fit the letter up to the pink line then make him
introduced that these letters are called “the sky letters”.(b,t,d,f,h,k,l,d).

Concept of root letters

 At the end, on the third set of guidline,place the letter ‘j”.

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  The child is ready to learn about the third set of guideline, tell the child that which letter with a
tail going down to the lower pink line is called the root letter.
 Then, ask the child to find out all other letters with a tail going down. These letters are called the
root letters.”q,p,g,j,y)
 Grass ,sky and root letters are introduced to the child in the Montessori class rooms through
“three period lesson”
 Actually three period lesson is very important teaching to the children not only the Montessori
classroom but also at home.
 Mother of all over the word can make the child intelligent through giving the basic idea of the
knowledge. So, provide the material of learning the knowledge to the child whenever he likes.
 Encourage the child in learning to write these groups of letters on a chalk board or the marker
board after arranging them on the mat.

Question No 2

Answer:
Chalk Board:
Materials
For Preparatory work;

 Small tray, large enough to make a sand paper letter.

 Enough sand in the tray to cover the bottom.
For chalk Board work

 Set of green chalk boards 32cm x 50 cm each.

 The first board is blank on one side a ruled to guide the placement of letters on the other side.
 The second board has one side ruled in squares and the other ruled in horizontal lines.
 Tray with chalk in a holder. An eraser, a dust clothe, and a hand cloth.
 Sand paper letters and numerals.

Notes:

 This work is done parallel work with the sorting letters.

Preparatory Exercise:

 Invite one child to come out and work with you.

 You and the child choose one sandpaper letter and bring it to the table.
 Then go and get the tray of sand and place it to the right of the sandpaper letter.
 Trace the sandpaper letter. Repeat two or three times.
 Then tell the child that you are going to trace the letter in the tray.
 Move the table over the left.
 Side the tray in front of you and trace the same letter as the sand paper letter into the sand.

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  Show the child how to make it disappear gently shaking the tray from side to side but keeping the
tray on the table.
 Have the child trace the sandpaper letter and then make the letter in the sand.
 The child can continue making the letter in the sand.
 Once he is comfortable tracing the letter in the sand, he can work with the stylus.
Once he is comfortable with using the stylus and writes a few of the letters in the sand, he is ready to
begin the chalk board work.
Presentation 1:Blank Board
Materials:

 Blank board and chalk tray

 Sand paper letter.
Presentation;

 Invite one child to come and work with you.

 Tell him that you will be using something to help us to write.
 Introduced the child to the chalkboard and have him carry it to the table.
 Then have him bring the box with the eraser, etc.and place it in the middle of the chalk board.
 Then have the child to the sand paper letter.
 Then have the child sit to you left.
 Take out all of the material and place it above the chalk board.
 Then place the tray also above the chalk board.
 Trace the sand paper letter a few times.
 Use the chalk and write the sandpaper letter multiple times on the board in a straight horizontal
line..
 Erase the letters written in an up to down, left to right manner
 Use the dust cloth (hold as in practical life) and wipe board.
 Replace it.
 Take a terry cloth and clean you hands. Replace it.
 Move everything over so the child can write the same sand paper letter.
 Suggest to the child that they may keep writing this letter.
 If the child sees very comfortable writing this letter, you may show them another letter. if not,
wait for a future time.
 Once done, show the child how to put away the material.
 If the cloths are dirty, you will need to change.
 Encourage the child to continue practicing from time to time.
Exercise
This game is to be done in a group. The directors would have the children sit in a circle around
the mat. She would then handout the material (e.g. one cube of the pink tower to each child).the children
hold the cube behind their back and feel them. The directors would than ask for the largest cube to be
placed on the mat. By feeling their cube, the children are being asked to feel for the recognition of the
sizes of the cubes. Continue asking for certain cubes working your way biggest cube to the smallest cube,
until all the cubes have been placed on the mat.

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Note:
Encourage the child to make the letters smaller as his skills improve.
Presentation 2: Square Board
Material

 Chalk Board with squares and chalk tray.

 Sandpaper letters.
Presentation:

 Following the same procedure, show the child how to write single letter or numeral in a square.
 The same letter will be repeated across the row.
 The child may choose to make the same letter over the entire board. Or she may choose to have a
different letter for each row.
 Some children will find doing the whole board too much, so the child can build up to it as they
are ready.
Exercise
Child works with the board as shown.
Note:
Encourage the child to make the letters smaller as his skills improve.
Presentation 3:Double Guide Lines Board
Material

 Double guideline Board and chalk tray.

 Sand paper letters.
Presentation
As Before;

 Show the child how to place the body of a letter between the two lines and show how the stem
goes above the line and the tail goes below.
 On the first set of lines, does a letter with only a main body .on the second line, make a letter with
stem, and on the third line, make a letter with a tail.
Exercise:
The child, if ready, does not need to use the sand paper letters.
Presentation 4:Single Line Board
Material:

 Single line Board

 Sand paper letter

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Presentation:
Same as before
Note:
Some children will enjoy during this briefly. by the time they are ready to write on a single line, they will
prefer writing on paper.
Exercise;
Child works as shown.
Note;
When the child is secure writing with a chalk. You can talk to the child about the letters, and ask which
one is the most like the sand paper letter. This is the beginning of the child assessing and becoming aware
his own writing. sometimes it is helpful to talk about”why”one may look more like the sandpaper letter.
Purposes
To give the child practice in writing.
Control of error
The sand paper letters and numerals.
Age:
4 ½ years onwards.

Question No 3:

What are the upper case letters? How do we introduce them to the child?

Answer
Materials:
The set of twenty six cards, one on each letter of the alphabet.

 The first set is 8x10c.m and each card has one letter written in the lower case.
 The second set is 98c.mx10c.mand each card has one letters written in both the lower and upper
case(capital letters).
 The third set is 16c.mx10c.m and has one letter written in both the lower and upper cases,the
lowers case letter on the left and the upper case letter on the right.

Presentation

 Invite one child to come and work with you.

 Introduce the material to the child and have him bring it over to the table.

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  Choose three letters for the initial presentation, where the capital letters looks a great deal like the
lower case letters.
 Use the names of the letters in the lessons.
 If the child gives you a sound, affirm it but go back to use their names.
 Show the lower case first and use this term.
 Show the upper case and give the term. Also give the term “capital letter”
 Repeat for two more letters.
 Teach the new terms with Three Period lessons. Be sure to use the terms “upper case” and
“capital letter” alternatively.
 When the child is sure of those, continue with three at a time, until you have completed all of the
letters.

 Lay out all of the lower case letters at random in vertical columns, leaving sufficient space to put
the capital letters beside them.
 Give the child the upper case letters (one at a time) and have him place each next to the lower
case letter. Discuss now and then if the capital letter looks that same or looks different to the
lower case letter. Use both terms alternatively for the upper case letters.
 Once all upper case letters have been placed, check with third set of cards.
 Replace the third set of cards.
 Collect the lower case letters in alphabetical order.
 Collect the upper case letters in alphabetical order.

Exercise 1

The child works with the material as shown

Purpose

Direct

 To help the child recognize the upper case form of the letter he already knows in the lower case
 To aid the punctuation of a sentence.

Indirect

 To help the child write.

Control of error

 The card showing both lower and upper case for each letter.

Age

 5 years onwards.

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Question No:4

How do we introduce the concept noun, article, adjective and verb to the child with the help o farm
environment?

Answer:

Materials Collection of Objects/Animals

Colored –coded- grammar cards noun(black),adjectives (royal

blue),verbs(red),articles,(grey)

Objectives To learn through the cards, the grammatical structure of the phrases and sentences.

Presentation Introduced the child to the box and allow him/her to setup the farm and discuss the object
and what the various animals are doing. This is very good for the second language
children and second language children as it gives them the opportunity to explore in an
unpressurized environment.

Presentation When the child has worked with the early grammar noun cards, you can introduce
him/her to the noun cards in the farm. Ask the child to setup farm and take out the black
cards, the naming cards. She/he can then read the first card and either placed it against
the object, or bring the objects down to the card.

Dog Dogs Frog man

Truck Duck Hen

If the child is enthralled by an object and wants to start with that particular one, do not

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 worry. It just means that the child has to read more cards as he/she has to read through
the pile to find the appropriate card.

Presentation Again the child has to worked with the early grammar adjective cards, you can introduce
him/her to the adjective cards in the farm box, showing him how to place the adjective
cards in front of the noun cards(revision of the noun and adjective game).The card reads
the noun cards, find the object and is asked to read through the objective cards to find a
word that describes the object e.g. ‘plump ‘to go with ‘piglit’at this point you can also
introduced the first set of article cards in lower case, showing the child how to place this
in front of the adjective card.

The Strong man

The white duck

The child then puts the cards at the bottom of their respective piles, reads the next noun
card ‘man’, looks through the adjective cards and finds ‘strong’, e.g., ‘the strong
man’. The child continues using the cards in this way

Presentation The next cards to be introduced are the verb and upper case article cards. The verb
cards are placed after the noun and the article cards are
placed before the ad/ective cards. The child reads the first noun card and finds the
object “man”. She/he then finds a suitable adjective card, ‘strong’. You can
then ask what does a strong man do he/she may response a f t e r looking
through the verb cards, “stands “you remind him/her that she/he is building a sentence,
so the article card needs to start with a capital letter. He /she finds the card, “The’ and the
sentence is complete, “The strong man “stands.’ If you are using them, remind the child
to place a full stop card at the end of the sentence.

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 The strong man stands

The white duck swims

On each occasion the cards are returned to the bottom of their respective
piles so that the child can read the net card. the child can read the net noun
card and continues sentence building as before.

Question No:5

Prepare a material and send it with the assignment

Answer

Noun Cards Logical Adverb Game Verb Cards Logical Adjective Game

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