SUNDUS FARASAT

ROLL NO. D14898

LANGUA
GE AND
PHONIC
S
 SUNDUS FARASAT
ROLL NO. D14898

ASSIGNMENT MODULE 6

1.HOW DO WE GIVE THE CONCEPT OF GRASS LETTERS, ROOT

LETTERS AND SKY LETTERS TO THE CHILD?
GRASS LETTERES
Those letters that perfectly fit between the two lines are called
grass letters. a c e I m n o r s u v w x z are grass letters.
SKY LETTERS
Those letters with stem goes up to the pink line are called sky
letters. b d f h k l t are sky letters.
ROOT LETTERS
Those letters with tail going down to the lower pink line are
called root letters. g j p q are root letters.

EXERCISE
SORTING MOVABLE ALPHABET
SORTING BY PLACEMENT
MATERIALS
 Medium moveable alphabet box (with letters in the same color).
 Large beige cloth (65cmX65cm ruled for the placement of
letters. The top and bottom lines are pink and the two center
lines are aquamarine. There are 3 sections.
 A large mat

PRESENTATION
NOTE: Complete work cycle is to be observed.
1. set up the material with the help of the child.
2. take out “a” from the box and place it between the first set
of lines. explain to the child that letter fits completely
within the middle two lines.
3. then ask the child to find other letters that perfectly fit
between the two lines.
4. when he has placed all those letters, tell him that we call
them “grass letters”.
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5. then take out “b” and place it at the beginning of the second
set of guide lines, showing that a letter with a stem goes up
to the pink line.
6. ask child to find all other letters with a stem going up to
the pink line. Tell him that we call them “sky letters”.
7. on the third line, place the letters “g” with a tail going
down to the lower pink line. Ask the child to find other
letters with a tail.
8. when he has done so, tell him that we call them “root
letters”.
9. complete three period lesson.
10.tell the child that he can work with that material whenever
he likes.
11.encourage the child to also write these groups of letters on
a chalkboard after arranging them on the mat.
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2. WRITE A DETAILED NOTE ON MONTESSORI GREEN BOARDS AND WRITING

ON PAPER EXERCISES.

MONTESSORI GREEN BOARDS

A set of green chalkboards or erasable marker boards 32 cm X 50
cm each. Plastic erasable-marker boards can also be used instead
of chalkboards if desired by the directress and made available by
the school.
1. The first board is blank on both sides.
2. The second board has one side ruled in squares and the other
ruled in horizontal lines for practice in writing numbers and
letters.
3. The third board has one side ruled to guide the child in the
placement ascending and descending letters and the other is
ruled in squares.
4. The fourth board has a double line in the middle to guide the
placement of letters.

PURPOSE
Practice in handwriting.

CONTROL OF ERROR
Comparison with sandpaper letters and numerals.

AGE
Approx.4 years onwards.

EXERCISE 1
BLANK BOARD
MATERIAL
 A blank green board
 A tray with some chalks in a holder, an eraser, a dust cloth
and a hand cloth
 Sandpaper letters

PRESENTATION
1. Introduce the child with chalkboard and tell him that it can
help us to write.
2. Gather chalkboard and tray. Take out chalk box, eraser, duster
and the hand cloth from tray and place above the chalkboard.
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3. Ask the children to choose a sandpaper letter from box and

bring it to the table.
4. Trace the sandpaper letter a few times, while producing its
sound and then slide away to the left.
5. Now write the letter on the chalkboard multiple times in
straight, horizontal line.
6. make the child see both letter on the board and sandpaper
letter are same.
7. Show the child how to erase from up to down then left to right
with duster and then with dust cloth.
8. Also clean the hand with hand cloth.
9. Invite the child to trace the sandpaper letter and write on
the board with chalk again and again.
10. Introduce another letter if child feels comfortable writing
first letter.
11. Encourage the child to write on board in smaller size to
improve his skills.

EXERCISE 2
SQUARE BOARD
MATERIAL
 A squared green board
 A tray with chalks in a holder, an eraser, a dust cloth and a
hand cloth.
 Sandpaper letters

PRESENTATION
1. Follow the same presentation as mentioned in the previous
exercise.
2. This time show the child to write the sandpaper letter in
square.
3. Repeat the same letter across the row.
4. Allow the child to take over at any time.
5. Take another letter for child to write it un the second row
and so on.
6. Allow the child to use the chalkboard on his/her will.
7. It is up to the child to fill whole green board with single
letters or with different for each row.
8. Children may not like to finish the whole board in the
beginning, it’s alright.
9. Encourage the child to write letters within the square.
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EXERCISE 3
DOUBLE GUIDELINE BOARD
MATERIAL
 A double guide lined green board
 A tray with some chalks in a holder, an eraser, a dust cloth
and a hand cloth.
 Sandpaper letters.

PRESENTATION
1. Follow the same procedure as mentioned in the previous
exercises.
2. Show the child how to write the letter between the two lines.
3. On the first set of lines, write letters with only the main
body.
4. On the second set of lines, write letters with shoots and on
the third line, write letters with tails.

EXERCISE 4
SINGLE LINE BOARD
MATERIAL
 A single lined green board
 A tray with some chalks in a holder, an eraser, a dust cloth
and a hand cloth.
 Sandpaper letters.

PRESENTATION
1. In this exercise, show the child how to write on a single
line.
2. Some children will not enjoy writing on the green board, they
will prefer writing on paper.
3. Encourage the child to write more like the sandpaper letters.
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WRITING ON PAPER
EXERCISE 1
MATERIALS
 Paper for writing
 Some blank sheets
 Following types of ruled sheets to guide the placement of
letters,
 Strips with 1,2,3,4 and 5 horizontal lines for writing
 Full sheets with 1 ruled line towards the bottom for writing
and pasting/drawing a picture.
 Pictures of single items such as hat, bat, lamp etc. in a box.
 Pictures of scenes such as farm, village etc. in another box.
 Lead pencils
 Miscellaneous items required to make booklets e.g. cardboard
for covers, scissors, stapler, puncher, ribbon etc.
 trays
PRESENTATION
1. Invite a child to work with you who already has worked with
chalkboards.
2. Take the child to the shelf and introduce him or her with the
paper supply.
3. Take 2 to 3 pieces of paper ruled with single line and place
on a tray along with a lead pencil.
4. Ask the child to bring tray at workplace.
5. Tell the child paper is like the chalkboard with a line.
6. Ask the child to write the same letter again and again across
the length of the line, leaving reasonable space in between.
7. Watch the child can hold pencil properly if not then guide him
or her.
8. If child want to write more after one strip, take out
another strip and write a different letter at the beginning of
the line.
9. Ask the child to write the letter across the line.
10. If child leaves an incomplete strip, ask him or her to store
to be done at some other time.
11. Let him or her to write as long as he or she wants and help
them to store these strips after finishing writing.

EXERCISE 2
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When child start writing single letter comfortably, introduce him

or her to write a word from letters evenly spaced and separated.
Start with 3 or 4 letters short words. If the cursive writing is
used, show the child how the letters will be connected.

EXERCISE 3
Draw or paste a picture on the paper ruled with one line towards
bottom and ask the child to label it.

EXERCISE 4
Introduce the child with strips of two lines and encourage him or
her to write the phrases.

EXERCISE 5
Introduce the child with strips of three lines and encourage him
or her to write the sentences. Move on to write stories on paper
with four or five lines, if the child is writing a lot.

EXERCISE 6
Move further to write poems and stories with illustrations. This
can also be done through transcription.

EXTENSION EXERCISES
Introduce one material from list, labels, secret boxes, booklets,
phrasal strips, sentence strips, phonetic booklets and stories at
a time, ask the child to read it, turn it over and then write on
paper. Later child can compare both for control of error.

EXERCISE 7
TRANSCRIPTION
A box containing laminated cards with writing, which child can
write himself or herself such as from saying, poem, riddle with
an answer on its back, a line from story, words from song or
homely saying. ask the child to pick any card and read it, turn
it over and then write on paper. Later child can compare both for
control of error with directress. If it is correct then ask him
or her to illustrate on a sheet of paper. Once done, return the
material to its spot.

3. WHAT ARE THE UPPER CASE LETTERS? HOW DO WE INTRODUCE

THEM TO THE CHILD?
 SUNDUS FARASAT
ROLL NO. D14898

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
1. Invite one child to come and work with you.
2. Introduce the material to the child and have him bring it over
to the table.
3. Choose three letters for the initial presentation, where the
capital letters look a great deal like the lower case letter.
4. Use the names of the letters in this lesson.
5. If the child gives you the sound, affirm it but go back to
using their names.
6. Show the lower case first and use this term.
7. Show the upper case and give the term. Also give the term
“capital letter”.
8. Repeat for two more letters.
9. Teach the new terms with the Three Period lessons. Be sure to
use the terms “upper case” and “capital letter” alternatively.
10. When the child is sure of those, continue with three at a
time, until you have completed all of the letters.
11. Lay out all of the lower case letters at random in vertical
columns, leaving sufficient space to put the capital letters
beside them.
12. 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
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different to the lower case letter. Use both terms

alternatively for the upper case letters.
13. Once all upper case letters have been placed, check with the
third set of cards.
14. Replace the third set of cards.
15. Collect the lower case letters in alphabetical order.
16. Collect the upper case letters in alphabetical order.
PURPOSE

 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.

 To help the child write.

CONTROL OF ERROR

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

 4 years onwards.

4.HOW DO WE INTRODUCE THE CONCEPTS OF NOUN, ARTICLE, ADJECTIVE

AND VERB TO THE CHILD WITH THE HELP OF FARM ENVIRONMENT?
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MATERIALS

 “The Farm” with selected objects.

 Noun cards of the chosen objects color coded black.
 Article cards of a and the color
coded light blue.
 Adjective cards with words, going
well with the chosen nouns, color
coded blue.
 Verb cards, going well with the
chosen nouns, color coded red.
 Four baskets to hold the noun,
adjective, article and verb cards.
PRESENTATION
1. Invite 2 to 3 children to the
setup of the farm with
selected objects that are 1
bull,2 horses and 1 cow.
2. Introduce the names of the
object if the children are not
familiar with them.
3. Ask the children first if they
remember what a noun is. Wait
for someone to response. Noun
is the name of anything.
4. Take the basket with the noun cards and ask a child. Can you
take a noun card and place it beside the appropriate object?
5. When the first child place the noun card then ask another
child to take another noun card and place it in the setup of
the farm.
6. Ask the children same for article cards. Articles are word
that link to nouns for the grammatical function of identifying
the noun.
7. Then ask the children to place adjective cards between article
and nouns cards. Adjective is the word that describes a noun
e.g. strong, big etc.
8. After adjective cards, ask the children to place appropriate
verb cards after noun cards.
9. Continue like this till all the verb cards have been placed
after nouns in the phrases on the farm e.g. the fat pig grunt,
the fierce dog sits.
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5. PREPARE MATERIAL FOR THE FOLLOWING AND SEND ALONG WITH THE
ASSIGNMENT;
SUNDUS FARASAT
ROLL NO. D14898
SUNDUS FARASAT
ROLL NO. D14898
SUNDUS FARASAT
ROLL NO. D14898
SUNDUS FARASAT
ROLL NO. D14898