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Asma Ali D19317 Module 6 Assignments
Asma Ali D19317 Module 6 Assignments
Asma Ali D19317 Module 6 Assignments
Roll # D19317
Assignment
Module 6
Montessori Language
Exercises (Part 2)
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ROLL # D19317
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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).
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.
Preparatory Exercise
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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.
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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.
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
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Exercise
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
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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.
Age
4 1/2 years onwards.
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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”
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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.
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
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5 years onwards.
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 unpressurised
environment.
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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.
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 in
lower 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.
Q # 5 Prepare material of the following and
send along with the assignment.
Logical Adjective Game
Logical Adverb Game
Noun Cards
Adjective Cards
Verb Cards
Ans: -
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Noun Cards
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Adjective Cards
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Verb Cards
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