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PMC Module 6 Handwriting and Grammar Exercise (Language Part 2) Solved assignment |Early Childhood (3-6) | Pakistan Montessori Council | SB Online Academy
PMC Module 6 Handwriting and Grammar Exercise (Language Part 2) Solved assignment
Assignment Module 6
Write answers in your own words. Your
answers should be at least 2 typed pages or 3 handwritten pages. Please don’t
forget to write your name and roll number on each page of the assignment.
Q1:
How do we give the concept of grass letters, root letters and sky letters to
the child?
Answer No 1
It is never too soon to speak clearly and precisely to a child to
develop and subsequently improve their
spoken and written language. This learning exercise begins at home, with in a
facilitative environment created by the parents or caregivers. Reading
conductive but fun stories out loud are
an example of what can be done to help build a child’s vocabulary naturally
in a fun manner, while also instilling a love for reading and literature
within him.
There should be reinforce in terms of
teaching kids to read and write before the age of six or onwards , however,
in preparation for it , certain things may be taught to create a helpful base. This includes
introducing children to sensorial experiences of appropriate materials as the
age of three years old.
A vast majority of written language
is based in lower case and as
such these should be introduced and taught first to the child as opposed to
capital letters, e.g. ‘instead of A’ .During this stage, only sounds are
pronounced instead of words themselves.
Material:
·
Small
Moveable Alphabet (all in same colors)
·
Large
beige cloth ruled to guide the placement
of letters. The top and bottom lines are
pink and the two center lines in blue .
·
A
large mat
Presentation:
Ø Grass
Letters: The directress starts off by introducing
the concept of the grass letters to children. She takes out the letter ‘a’ from
the box and places it right between the
first set of lines. She then demonstrate to them how the letter fits completely
between the middle two lines, and this is
what is referred to as the ‘grass
letters’. She then asks the children to find other letters that fit between
lines in the same way. When they have done so with all the possible letters,
she announces that these are known as the ‘grass letters in small alphabet”,
e.g. a, c, e, i, m, n, o, r, s, u, v, w, x and z.
Ø Sky
Letters: Next
up, she takes out the letter ‘b’ and places it at the start of the
second set of guide lines and demonstrate to the children. that a letter with a
stem that goes up all the way to the
pink line is known as a “sky letter”. Again, like earlier, she ask them to
find other letters where by the stem
goes up to the pink line. When they have successfully done so with all the
possible letters, she announces that these are known as the “sky letters in small alphabets” e.
g b, d, f, h, k, l and t.
Ø Root letters: Lastly, she places the
letter “i” on the third set of guide
lines as the children are now ready for this stage. She explains to them that a
letter with a tail going down to the lower pink
line is known as a “root letter” . She then encourages them to find all
such letters with a tail going down.. Once they have successfully done so, she
announces that such letters are known as the “root letters in small alphabet”,
i. e, g, p, q, j and y.
Grass, sky and root letters are introduced
to children in the Montessori classrooms through Three Period Lesson, which is
a very useful method of teaching them
not just in the classroom setting
but in the home environment as well. It is vital that both directress and parents encourage the child in the
process of learning to write these groups of letters on a chalkboard or the
marker board after arranging them out on the mat.
Q2:
Write a detailed on Montessori green boards and writing on paper exercises.
Answer No 2
Ø Preparatory Exercise:
Material:
·
Tray
large enough to make a sandpaper letter
·
Enough
sand in the tray to cover the bottom
Presentation:
This work is done parallel to work with
the Sorting Letters. The directress invites a child to come work with her.
Together, they choose one sandpaper letter and bring it over to the table,
placing it next to the tray of sand. They trace the sandpaper letter a couple
of times, before the teacher shows the child how to trace the letter in the
tray and explaining that they are both the same letter. She also shows him how to make it disappear
by shaking the tray gently while still placed on the table. The child
can continue emulating this exercise with his hands in the sand before he can
progress towards using a stylus . Finally,
when he is completely comfortable with the former, he may graduate
towards Chalkboard work.
Ø Blank
Board Exercise:
Material:
·
Set
of chalkboards
·
The
first board is blank on one side and
ruled to guide the placement of letters on the other side
·
Tray
with chalk in a holder, an eraser, a dust cloth and a hand cloth
·
Sandpaper
letters and numerals.
Presentation:
The children are invited over and told
that they be learning how to write with the aid of something, as you have bring
over the box with eraser, dust cloth and hand cloth . They are then asked to
choose a sandpaper letter. All the material are gathered and placed above the
chalkboard, including the tray. The sandpaper letter is traced a couple of
times, after which the directress writes the sandpaper letter multiple times with
a chalk on the broad in a straight lines across. They are then erased in a left
to right and top to bottom fashion with the eraser, before wiping the board
with the dust cloth. After that the hands are cleaned with the hand cloth. Now
the children are encouraged to repeat the same steps as the directress. A
change of clothes may be recommended after this exercise to clean up any chalk
residue. The child should be encouraged to make the letters smaller as his
skills improve.
Ø Square
Board Exercise:
Material:
·
Set
of green chalkboards
·
The
board has one side ruled in squares and the other ruled in horizontal lines
·
Tray
with chalk in a holder, an eraser, a dust cloth and a hand cloth
·
Sandpaper
letters and numerals
Presentation: Following the same method as above mentioned, the directress shows the child how to write a single letter or numeral in a square. The same letter will be repeated across the row and the child may even choose to make the same letter over the entire board. They can also choose a different one for each separate row. Some children may find doing the whole board boring, in which case they may be allowed to follow their own pace and progress towards each row as and when they are ready.
Ø Double
guide Line Board Exercise:
Material:
·
Set
of green chalkboards
·
Double
guide line board
·
Tray
with chalk holder , an eraser, a duster and hand cloth
·
Sandpaper
letters and numerals
Presentation:
Follow the same steps as before.
Additionally, show children how to place the body of a letter between the two lines and how the
stem goes above the line and the tail below.
On the first set of lines, do a letter
with a main body only. On the second line , make a letter with a stem , while
on the third, one with a tail. Using sandpaper letters is not necessary at this
stage.
Ø Single
Line Board Exercise:
Material:
·
Single
line board
·
Sandpaper
letters
Presentation:
Exercise is carried out the same
as the earlier, however, there is a possibility that will all the
practice above, they might prefer writing straight onto the paper at this point
instead of a single line board.
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 of their own writing . Sometimes it is helpful to talk
about “why” one may look more like the
sandpaper letter. This helps to give the child practice in writing.
Q3:
What are upper case letters? How do we introduce them to the child?
Answer No 3
Upper case letters refer to English
language alphabets in their capital form.
Material:
3 sets of twenty six cards, one for each
letter of the alphabet
.
·
The
first set card has one letter written in
the lower case each, i.e. small letters
·
The
second set cards has one letter written in the upper case each, i.e. capital
letters
·
The
third set of cards has one letter written on both the lower and upper cases,
i.e. the lower case letter on the left side and the upper case letter on the
right side.
Presentation: This
exercise is more suitable for the
children around the age of five. The directress starts off by inviting a child
to come and with her as she introduces the material to him. First, she choose
three letters where the capital letter hold a striking resemblance to their
lower case letters. Use the names of the letters in this lesson. If the child
gives you the sounds, affirm it but go back to using their names.
She
then shows the lower case letter first before showing the upper case and announcing
its name alongside its nature as being a ‘capital letter’. She repeats the same
for two letters. Teach the new terms with Three Period Lesson. When it is
apparent that the child is comfortable
with these, she continues on with three at a time now until all the letters
have been covered.
The directress now lays out all the lower case letters at random in vertical columns, leaving room beside it to place the capital letters. She gives the child the upper case letters one at a time and has him place each next to the lower case letter. She then poses a question to him in manner of discussion , asking if the capital letters looks the same or different to the lower case letters, using the terms ‘capital letter’ and ‘upper case’ interchangeably. Once all the letters covered in the lesson and placed accurately, she checks with the third set of cards before replacing it. She concludes by collecting the lower case letters, as well as the upper case letters in the alphabetical order respectively.
This
exercise enables the child to recognize
and differentiate the upper case form of the letter from the kind he
already knows, i.e. the lower case. It
also aid in the punctuation of the sentence and indirectly helps the child
write.
Q4:
How do we introduce the concept of noun, article, adjective and verb to the
child with the help of farm environment?
Answer No 4
Material:
·
Collection
of objects/ animals
·
Colour
–coded grammar cards (black noun, light blue articles, blue adjective and red
verbs)
Presentation:
The
directress starts off by introducing children to the box containing the
collection of objects/ animals and giving them a chance to set up the farm and
have a discussion about what the objects
and animals are unto. This is very helpful for children who are not proficient
in the language of instruction as second-language speakers, as well as children with delayed
language concerns as this gives them an opportunity to practice and explore the
language in a stress free and casual environment.
Once they have worked with the early grammar noun cards, they can then be introduced to the noun cards in the farm. The directress should ask the child to set up the farm, take out the black and naming cards, and then read them out one by one as she places them next to the relevant objects. Similarly, once the children have familiarity with early grammar Directress introduces the first set of lower case article cards by teaching the children how to place this before the appropriate noun on the farm. Allow them to continue this exercise with the rest of the objects and pairing cards. After that she may introduced to the farm box adjective cards by demonstrating them how to place the adjective card between the article and noun cards, so the child reads it aloud.
Finally, the verb as well as upper case
article cards may be introduced to the children, with the verbs cards being placed next to the
noun cards, and article cards before the adjective cards. The. Ask
the children to take an adjective card and place it between the article and
noun cards. After this asks the children to take a verb card and place it after a noun card. Continue like this till
all the verb cards have been placed after nouns in the phrases on the farm. The
directress then reminds them that they are constructing a sentence, which needs the article card to
start with a capital letter. The child finds the cards saying ‘The’ , hence
completing the sentence, i.e. “ the heavy bull works”.
On the 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.
These exercises assist children in
learning the grammatical structure of
phrases and sentences through the use of cards.
Q5:
Prepare material for the following and send along with the assignment;
Answer No 5
· Logical Adjective Game
·
Noun Cards
·
Adjective Cards
·
Verb Cards
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