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Sada Gul

Roll # D12905

Assignment Module#6
1. How do we give the concept of grass letters, root letters and sky letters to the
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
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.
Sada Gul
Roll # D12905

 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.
Sada Gul
Roll # D12905

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



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.
 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
 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
 The child can continue making the letter in the sand.
Sada Gul
Roll # D12905

 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
 Blank board and chalk tray
 Sandpaper letters
 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.
Sada Gul
Roll # D12905

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
Presentation 2: Sqare Board
 Chalkboard with squares and chalk tray
 Sandpaper letters.
 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.
Child works with the board as shown.
Presentation 3: Double Guide Lines Board
 Double guide line board and clalk tray
 Sandpaper letters
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.
Sada Gul
Roll # D12905

 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.
The child, if ready, does not need to use the sandpaper letters.
Presentation 4: Single Line Board
 Single Line Board
 Sandpaper letters
Same as before
Child works as shown
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.
To give the child practice in writing.
Control of Error
The sandpaper letters and numerals.
4 1/2 years onwards.
Sada Gul
Roll # D12905

3. What are the upper case letters? How do we introduce them to the child?
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.
 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
 Replace the third set of cards.
 Collect the lower case letters in alphabetical order.
Sada Gul
Roll # D12905

 Collect the upper case letters in alphabetical order.

The child works with the material as shown.
 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.
 5 years onwards.
Sada Gul
Roll # D12905

4. How do we introduce the concept of noun, article, adjective and verb to the
child with the help of farm environment?
 Collection of objects/animals.
 Colour-coded grammar cards - nouns (black), adjectives (royal blue),
 verbs (red), articles (grey)
To learn, through the cards, the grammatical structure of phrases and sentences.

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.

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.
Sada Gul
Roll # D12905

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.

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
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.

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.
Sada Gul
Roll # D12905

5. Prepare material of the following and send along with the assignment.
 Logical Adjective Game
 Logical Adverb Game
 Noun Cards
 Adjective Cards
 Verb Cards