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ASSIGNMENT COURSE MODULE – 6

ROLL NO – D-16951
Montessori Language Exercises (Part-2)
MRS.WARDA AHMED
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Question No.1:

How do we give the concept of grass letters, root letters and sky letters to the child?
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
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 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 No. 2:
Write a detailed note on Montessori green boards and writing on a paper exercises.

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

Materials 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.
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 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.
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.
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 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.

Exercise
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.
Presentation 2:
Square 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.
Exercise
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Child works with the board as shown.

Presentation 3: Double Guide Lines Board
Material
 Double guide line board and chalk 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.
Exercise
The child, if ready, does not need to use the sandpaper letters.
Presentation 4: Single Line Board
Material:
• Single Line Board
• Sandpaper letters
Presentation:
Same as before
Exercise
Child works as shown
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.
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Age
4 1/2 years onwards.

Question No. 3:
What are the upper case letters? How do we introduce them to the child?
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.
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 Collect the lower case letters in alphabetical order.

 Collect the upper case letters in alphabetical order.
Exercise
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 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)
Objective
To learn, through the cards, the grammatical structure of phrases and sentences.

Presentation-1
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 unpressurized environment.

Presentation-2
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.
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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-3
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 inlower
case, showing the child how to place this in front of the adjective Card.
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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.

Question No. 5
Prepare material of the following and send along with the assignment.
 Logical Adjective Game
 Logical Adverb Game
 Noun Cards
 Adjective Cards
 Verb Cards
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Logical Adjective Game

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Logical Adverb Game

Noun Cards
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Verb Cards
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Adjective cards