ASSIGNMENT MODULE :6

NAME: MANAHIL NAEEM

ROLL NO : D14413

QUESTION: 1
How do we give the concept of grass letters, root
letters and sky letters to the child?

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 home by the mothers and the
caregivers. Reading aloud for the child at home,
gives the message to the child that reading is a fun
for him. Reading the story books for the
child by his mother at home makes the meaning
clear and he knows how to use the word with
the sense in his language. The child also builds 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 a child before the age of six or
seven, yet he is introduced to the concept of
reading and writing by giving the sensorial
experiences of appropriate materials and
sometimes as early as three or four years of age.
Since 99% of written language is in lower case
letters. In the Montessori classroom 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 alphabet to the child the sounds
are pronounced instead of the words.

Using the Moveable Alphabet

 Take the small alphabet set and all the letters
should be in the same colour.
 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 the 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 letter fits
completely within the middle two lines is
called the grass letter and ask the child to try to find
out other letters 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 alphabet. (a,
c, e, i, m, n, o, r, s, u, v, w, x, z) These
letters are called” the grass letters”.

Concept of the 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 all other letters
with the stem going up to the pink line.
 When the child is successful in completing to fit
the letters up to the pink line then make him
introduce that these letters are called” the sky
letters”.(b, t, d, f, h, k, l, b).

Concept of the Root Letters

 At the end, on the third set of guide line, place
the letter” j”
 The child is ready to learn about the third set of
the guide line, 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 classrooms through”
Three Period Lesson”.
 Actually three period lesson is very important in
teaching to the children not only in the
Montessori Classroom but also at home.
 Mothers of all over the world 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 chalkboard or the marker
board after arranging them on the mat.

Question:2.
 Write a detailed note on Montessori green
boards and writing on paper exercises.

Answer.

Materials
For Preparatory Work:
 Small tray, large enough to make a sandpaper
letter.
 Enough sand in the tray to cover the bottom.

 For Chalkboard Work:

 Set of green chalkboards 32cm x 50cm each.
 The first board is blank on one side and 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.
 Sandpaper letters and numerals.

Notes
This work is done parallel to work with the
Sorting Letters.

Preparatory Exercise
 Invite one child to come 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 to three
times.
 Then tell the child that you are going to trace
the letter in the tray.
 Move the tablet over to the left.
 Slide the tray in front of you and trace the same
letter as the sandpaper letter into the sand.
 Show the child that you have made the same
letter.
 Show the child how to “make it disappear” by
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 then 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 with the Chalkboard work.
Presentation 1: Blank Board
Material:
 Blank board and chalk tray
 Sandpaper letters

 Presentation
 Invite one child to come and work with you.
 Tell him that you will be using something to help
us to write.
 Introduce 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
 chalkboard.
 Then have the child choose a sandpaper letter.
 Then have the child sit to your left.
 Take out all of the material and place it above
the chalkboard.
 Then place the tray also above the chalkboard.
 Trace the sandpaper 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 the terry cloth and clean your hands.
Replace it.
 Move everything over so the child can write the
same sandpaper letter.
 Suggest to the child that they may keep writing
this letter.
 If the child seems 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 clothes are dirty, you will need to change
them.
 Encourage the child to continue practicing from
time to time.

Exercice
This game is to be done in a group. The
directress would have the children sit in a circle
around a mat. She would then hand out the material
(for example one cube of the Pink Tower to each
child). The children hold the cube behind their
backs and feel them. The directress would then 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
from the biggest cube to the smallest cube, until all
the cubes have been placed on the mat.

Note
Encourage the child to make the letters
smaller as his skills improve.

Presentation 2: Sqare Board

Material
 Chalkboard with squares and chalk tray
 Sandpaper letters.

 Presentation
  Following the same procedure, show the child
how to write a 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

Presentation 3: Double Guide Lines Board

Material
 Double guide line board and clalk tray
 Sandpaper 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, do a letter with only a
main body. On the second line, make a letter
with a stem, and on the third line, make a letter
with a tail
Presentation 4: Single Line Board
Material:
 Single Line Board
 Sandpaper letters

Exercise: as above.

Note
When the child is secure writing with the
chalk, you can talk to the child about the letters,
and ask which one is most like the sandpaper 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 sandpaper letters and numerals.

Age
4 1/2 years onwards.
 Question:3.
What are the upper case letters? How do
we introduce them to the
child?

Answer.
Materials:
 Three sets of twenty six cards, one for each
letter of the alphabet.
 The first set is 8x10cm and each card has one
letter written in the lower case.
 The second set is 98cmx10cm and each card
has one letters written in the upper case (capital
letters).
 The third set is 16cmx10cm 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.
 Choose three letters for the initial presentation,
where the capital letters looks a great deal like
the lower case letter.
 Use the names of the letters in this lesson.
 If the child gives you the sound, affirm it but go
back to using 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 the 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 the 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.

Exerice 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.
Question:4.
How do we introduce the concept of noun,
article, adjective and verb to
the child with the help of farm environment

Materials
 Collection of objects/animals.
 Colour-coded grammar cards - nouns (black),
adjectives (royal blue),
 verbs (red), articles (grey)
Objectives
 To learn, through the cards, the grammatical
structure of phrases and sentences.
Presentation
 Introduce the child to the box and allow him/her
to set up the farm and
 discuss the objects and what the various
animals are doing. This is very
 good for second-language children and
language-delayed children as it
 gives them the opportunity to explore in an
unpressurised 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 set up farm and take out the
black cards, the naming cards. S/he can then
read the first card and either place it against the
object, or bring the object down to the card.
 If the child is enthralled by an object and wants
to start with that particular one, do not worry. It
just means that the child has to read more
cards as s/he has to read through the pile to
find the appropriate card.
 Presentation
 Again, once the child has worked with the
early grammar adjective cards, you can
introduce him/her to the adjective cards in the
farm box, showing him/her how to place the
adjective cards in front of the noun cards
(revision of noun and adjective game). The child
reads the noun card, finds the object and is
asked to read through the adjective cards to
find a word that describes the object, e.g.,
‘plump’ to go with ‘piglet’.
 At this point, you can also introduce the first set
of article cards in lower case, showing the child
how to place this in front of the adjective Card.
 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 adjective
cards. The child reads the first noun card and
finds the object ‘man‘. S/he then finds a suitable
adjective card, ‘strong’. You then ask, “What
does the strong man do?” S/he may respond,
after looking through the verb cards, ‘stands’.
You remind him/her that s/he is building a
sentence, so the article card needs to start with
a capital letter. S/he 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.

 On each occasion the cards are returned to the

bottom of their respective piles so that the child
can read the next card. The child then reads the
next noun card and continues sentence building
as before.