Question 1: How do we give the concept of grass letters, root letters

and sky letters to the child?

Answer: 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 color.
  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:

 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 2: Write a detailed note on Montessori green Boards and
writing on a paper exercises.

Answer:

Chalkboards:

Materials for Preparatory work:

 Small tray, large enough to make a sandpaper letter.

 Enough sand in the tray to cover the bottom.

For Chalkboard Work:

 Set of green chalkboards 23cm 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.

Notes:

. This work is done parallel to work with the Sorting Letters.

 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: Black 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 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.  

Note:

Encourage the child to make the letters smaller as his skills improve.

Presentation: 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:

Child works with the board as shown.

Note:

Encourage the child to make the letters smaller as his skills improve
Presentation: 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. =n 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  
Note:

Some children will enjoy doing this briefly. By the time they are ready
to write on a single line, they will prefer writing on paper.

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.

Question 3: What are the upper case letters? How do we introduce
them to the child?

Answer:

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.
 Collect the lower case letters in alphabetical order.
 Collect the upper case letters in alphabetical order.

Exercise 1:

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:

8 years onwards.
 Question 4: How do we introduce the concept of noun, article,
adjective and verb to the child with the help of farm environment?

Answer:

Materials: Collection of objects/animals.

Color-coded grammar cards – nouns (black), adjectives (royal
blue), verbs (red), articles (grey).
Objectives: To learn, through the cards – the grammatical structure of
phrases and sentences.

Presentation: Introduces 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.

Presentation: 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. She/he can then read the first card and
either place it against the object, or bring the object down to
the card.
If the child is enthralled by and object and wants to
start with that particular one, do not worry. It just means that
the child has to read more cards as she/he has to read through
the pile to find the appropriate card.
Presentation: 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.
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.
Presentation The next cards to be introduced are the verb and upper case
article cards. The verb cards are placed after the noun and the
article cards are placed before the adjective cards. The child
reads the first noun card and finds the object ‘man’. She/he
then finds a suitable adjective card, ‘strong’. You then ask,
“What does the strong man do?” She/he may respond, after
looking through the verb cards, ‘stands’. You remind him/her
that She/he is building a sentence, so the article card needs to
start with a capital letter. She/he finds the card, ‘The’ and the
sentence is complete, ‘The strong man stands’. If you are using
them, remind the child to place a full stop card at the end of
the sentence.
On each 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.

Question 5:
Prepare material of the following and send along with the
assignment.

 Logical Adjective Game.

 Logical Adverb Game.
 Noun Cards.
 Adjective Cards.
 Verb Cards.

LOGICAL ADJECTIVE GAME:

LOGICAL ADVERB GAME:

NOUN CARDS:

ADJECTIVE CARDS:
VERB CARDS: