TEACHING ENGLISH IN

ELEMENTARY LEVEL
MODULE # 1 Sky , Grass & Root letters
MODULE # 2 Vowels & Consonants
 MODULE # 1
SKY , GRASS & ROOT LETTERS
 WHAT IS SKY, GRASS & ROOT METHOD

• A method of recognition of letters.

• A method of teaching the formation of letters.
• A method to make the child understand the
directions before beginning a handwriting lesson.
 WHAT IS SKY, GRASS & ROOT METHOD

• Recognition is taught by differentiating the letters

by adding colorings in the lines as shown in the
slide .
• Same colors should be used whenever to show
them anywhere for reinforcement i.e; in flash
cards, stencils, etc.
 
 WHAT IS SKY, GRASS & ROOT METHOD

• Using the sky, grass and ground method in

formation of letters helps the teachers to make
the child understand the directions before
beginning a handwriting lesson.
• We can say that this method helps in making the
child’s basis of handwriting, neatness and letter
formation.
• Therefore this method develops child’s readiness
for writing .
 
 These are written in the first
three lines and not using
All Capitals fourth line.

b- d-f-h-k-l-t
Sky letters
 Letters that are written within the third line
only and not using first or fourth line
 

a–c–e–i–m–n–o–r–s- u–
v w–x–z
They start from third line and their tail/root
curls at fourth line

These letters have a

tail/root

g–j–p–q–y
 

Root letters
DEVELOPING TWO IMP CONCEPTS
• Teaching through this method establishes
two important concepts in children;
• Difference of capital & small letters
• The formation of small letters independently
by knowing :-
• the right starting point + the right
direction + the right position of letter.
ONE OF THE STAGES OF WRITING
 ACTIVITIES & PROCEDURE TO TEACH
SKY,GRASS & ROOT LETTERS
to Introduce these letters to help children learn
the shape of alphabet
•Use Sandpaper Letters
• moveable alphabets
•Reinforcement & drilling
•Match and Colour , Pick & write
•Collect the sky letter/grass /root letters separately
•Any other
MODULE # 2

Vowels & Consonants

 WHAT ARE VOWELS &CONSONANTS

• From the 26 letters in the English alphabets ,

• 5 alphabets are known as Vowels.
• These alphabets are :- a-e-i-o-u .
• Remaining 21 alphabets are called Consonants
 COLOUR CODES
In Montessori method , Vowels & Consonants are
distinguished through “ colour code ”
• Vowels are shown in blue color or background
• Consonants in pink or red color/background
 COLOUR CODES
• to avoid confusion in recognition and sight
reading;
every vowel or consonant mentioned on flash
cards, movable alphabets , sand paper cards
or even written on board or notebooks must
be shown in their respective colours
 IMPORTANCE OF VOWELS & CONSONANTS

• These are known as parts of speech

• They are an essential part of getting ready for
reading , writing & grammar
 IMPORTANCE OF VOWELS

 Vowel sounds are the building blocks in words,

as they are a part of every word in the English
language
 Vowels are taught in a sequence
 beginning sounds and letters
 middle sounds and letters
 Vowels are taught in their phonetic sounds
 IMPORTANCE OF CONSONANTS
 Consonants are also the building blocks in words
formation
 Vowels are also taught in a sequence
 beginning sounds and letters
 middle sounds and letters
 ending sound and letter
 Consonants are taught in their phonetic sounds
 Consonants produce sounds that are more
consistent and easier to identify than Vowels.
• There is a designed sequence to teach Consonants,
it should be in this way:-
• FIRST b , d, f , h, j , k, l, m, n, p, r, t , v , z , s
• THEN q -->kw, c --> k or , x -->ks, gs or z
• MOST TRICKY g , w , y
 SEQUENCE TO TEACH CONSONANTS
• 1st- Identifying beginning consonant sounds
• 2nd - Distinguishing between two or more
beginning consonant sounds
3rd - Identifying ending consonant sounds
4th - Distinguishing between two or more ending
consonants
5th - Choosing words that have a particular
beginning or ending consonant.
 USE “a” & “an” WITH VOWELS &
CONSONANTS

• The rule states that “a” should be used before

words that begin with consonants (e.g., b, c ,d)
while “an” should be used before words that
begin with vowels (e.g., a,e,i)
WHY
the usage is determined by the pronunciation
(beginning sound of the letter) and not by the
spelling, as many people wrongly assume
 For elementary levels children should be taught
using “a & an” with (beginning sounds)
e.g; an apple, an egg,
a bus , a fan.
 Once their concept is developed then they
should be moved to the secondary usage

e.g; an hour,
a union
Why do you think
hour is “an hour” & house is “a house” and
not an house
a union & an Umbrela
• You should say, therefore, “an hour”
(because hour begins with a vowel sound)
and “a history” (because history begins with
a consonant sound).

• Similarly you should say “a union” even if

union begins with a “u.” That is because the
pronunciation begins with “yu”, which is a
consonant sound.