3-6 language album

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MONTESSORI TEACHER ALBUMS - Children's House (3-6) -LanguageREAD: The Absorbent Mind: Ch. 10,11 The Discovery of the Child: Ch. 14 -17 The

Secret of Childhood: Ch. 6, 7, 19

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LANGUAGE MATERIAL CHECKLIST

Exercises Illustration/Material P INTRODUCTION TO LANGUAGE (GENERAL)

I. ORAL LANGUAGE

Enrichment of Vocabulary Language Training Compile a poetry book with ten poems and personal resource kit. Sound Games

II. WRITING

Preparation for Writing

Phonic Sounds . Metal Insets Illustrate each presentation Sandpaper Letters Large Movable Alphabet Illustrate Presentation, Stage 2.

Phonetic Objects - Word Building Illustrate Presentation 1. Handwriting Illustrate the cursive alphabet and group letters according to

formation. III. READING

First Reading Exercise - Phonetic (Pink)

Illustrate Presentation 1. First Reading Exercise - Phonetic (Blue) Informal Introduction to grammar The Noun The Farm

Illustrate Presentation Singular and Plural Exercise Illustrate Presentation Introduction to the Adjective The Article and Adjective

Introduction to the Verb Farm with Verb Cards Illustrate Presentation Language Material Checklist continued

Exercises Illustration/Material P Introduction to the Phonogram Material Illustrate Presentation 1 Small Movable Alphabets Illustrate

Presentation 3 Lists of Words Illustrate Presentation 4 Phonogram Booklets Phonogram Sentence Cards Phonogram Family Folders

Phonogram Story Books Irregular Words Reading Classification Illustrate Definition Booklets Presentation 1, 2 & 3. IV. FUNCTION OF

WORDS

Further Exercise with the Noun Further Exercises with the Noun, Article, Adjective and Verb Logical Adjective Game Illustrate

Presentation 1 & 2 Detective Adjective Game Illustrate Presentation 1 Adverb Game Logical Adverb Game Pronoun Preposition

Illustrate Presentation 1 Conjunction Illustrate Presentation 1 Interjection V. INTRODUCTION TO ANALYSIS

Continuation of Commands

LANGUAGE MANUAL

I. ORAL LANGUAGE

ENRICHMENT OF VOCABULARY

Material: 1. The objects of the immediate environment. 2. The Sensorial apparatus. 3. Classified Cards: (a) Home environment and

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wearing apparel. (b) The social environment: village, city, means of transportation, farm, fruits, flowers, etc. (c) Illustrations of

geographical, geometrical, biological and scientific areas.

1) Objects of the Environment - Small group presentation

Presentation: Introduce specific language for all the furnishings of the environment including wearing apparel and objects in the home

environment. (Names for exercises of practical life, sensorial apparatus, language, mathematics and cultural areas are given also at

the time of presentation.)

Lessons should be short, crisp and lively, involving plenty of movement to sustain interest. The children may stand beside, sit in front

of, point to, or carry objects named.

2) Sensorial Apparatus - Small group presentation Specific language with the sensorial apparatus is given at the end of the child's

experience. There are a few exceptions, when the language is given with the experience. These qualities are extended to the

environment. The use of comparatives and superlatives is always given, using the sets of materials, to discriminate the sensorial

qualities. Precise names of the sensorial equipment are given when the material is introduced. Geometry and botany cabinets

introduce specific nomenclature with a three period lesson.

Note: Language of classification grows out of experience.

3) Classified Cards. Small group presentation. For example: Home environment and wearing apparel.

Purpose: Indirect To prepare for writing and reading.

Direct 1. To extend and enrich the child's vocabulary, and self expression.

2. To assist in ordering and classifying the environment.

3. To help the child in precision of language in order for him to communicate and express himself.

Presentation & Ex. 1: Have one child bring out a mat and have children sit facing it.

Tell the children that when they wish to work with the cards to follow this routine.

Identify the objects pictured on the cards and place them in a neat row, one below the other, leaving a space between them.

Use a three period lesson for new material taking into consideration what children may contribute and adding some additional

information also.

Show children how to stack the cards and band them together neatly.

Classified cards illustrating social environment, geographical, biological, scientific, musical and artistic areas are presented in the

same manner.

In these areas three period lessons may be necessary.

Note: Enrichment of vocabulary should include naming and moving body parts. This assists the child to order experience according to

a schema which can be communicated. Precision of language is needed for communication.


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Approximate Age: 2_ to 5 years

Poetry

Poetry

Finger-play Finger-play

Song Song

Nursery Rhyme Nursery Rhyme

Action Song Action Song

Dance Dance

Read a Story Tell a Story Tell a Story Self Expression/Mime Self Expression/Mime

Question Game Question Game

Classified Cards Classified Cards

Card Story Card Story

Tape the Sound of the Letters Letters Sound Games Sound Games

Rhyming Games Rhyming Games

Opposite Games Opposite Games

LANGUAGE TRAINING

This area covers several activities which introduce the full range of culture which continues to run parallel, with other language work.

Material: 1. Poetry books and finger play books. Story books. 2. Events Chart. 3. Card stories.

A set of pictures mounted on cards which tell a story of a plant or animal, events of the day or items which can be put in a fixed time

sequence or simply accompany a story.

TO TEACH SONGS, FINGER PLAYS, NURSERY RHYMES AND POEMS (small group)

These simple action songs, poems and finger plays involve the children in an active manner and should be fun. Repeat these

frequently, as they focus on many facets of language acquisition; rhythm, articulation and rhyme. They are favourites with young


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children. Many of these songs may be ethnic in origin and reintroduced with geography and history later.

TO READ POETRY AND READ AND TELL STORIES (small group)

Choice of stories which are both read and told to children should be factual and deal with subject matter within the children's

experience, extending to biology, geography and other cultural areas later. For older children, stories of composers, artists, explorers

and inventors may be introduced.

The very finest use of language is recommended. In extended day situations with children five years and over, some mythologicalelements may be introduced. Children's poetry should also be read to the children and some may be learned and recited, frequently

for the children's enjoyment. Stories should not be too long, and should be read or told well, so as to focus attention. The content can

be varied but of interest to children of different ages. Children should never be forced to listen. Sometimes an older child may wish to

leave the group. This must be done quietly without disturbing others. In a beginning class all the young children stay.

SELF EXPRESSION (small group, mime) Children may be encouraged to express themselves naturally, telling things that have

happened with poems learned, songs taught them by their parents, events in their lives etc. This draws together small groups of

children who are interested. "Show and tell" is not encouraged in forced unnatural settings of the total class. The teacher facilitates by

listening and helping expression. Objects may be used if they are what the child wishes to use, acting out grace and courtesy lessons.

ORAL COMPOSITIONS A. Conversations (small group) The teacher may introduce a familiar topic, e.g., picnic and stimulate children

to exchange ideas. Children may introduce their own theme, and ask other children to take part. The teacher may recap information at

the end. Plants and animals make interesting material. This should be seen as an introduction to oral composition.

B. The Question Game As above, but introducing questions and answers to build up information. Work on proper sentence formation.

THE ORAL GRAMMAR GAMES. (small group or spontaneous) Focusing on the noun, adjective, verb and adverb. Ask the child to

bring an object which is then qualified with an adjective, or to perform an action and qualify its performance. This is a preparation for

reading analysis later.

EVENTS CHART. (small group or guided by the child)

Presentation: Children are encouraged to bring in pictures torn or cut from magazines/papers, of events of topical interest.

Children are encouraged to tell a story to other children whom they invite to listen. The teacher may help out from time to time.

Place the picture on the "present" side. Leave in place while there appears to be interest.

When interest subsides, invite the child who brought the picture to place it to the left on the "past" side of the chart, explaining the

event that took place some time ago. This gives the impression of the passage of time. Note: There should always be variety in every

area.

CARD STORIES (small group)

Presentation & Ex. 1: Lay out the pictures horizontally on a mat in a time sequence, while talking with the children on the order of

events.

Pick up the cards and mix and invite the child to have a turn.

Children may then put out the cards in sequence and tell the story to another child.

Note: Start with very familiar sequence of events in everyday life and graduate to plant/animals, life histories etc.


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WORD GAMES. small group or individual a) Sound alikes, rhyming names. b) Opposites

Purpose: To encourage verbal expression of ideas, using appropriate language.

To support natural communication skills and self expression.

To encourage listening ability.

To lay the foundation for love of literature and reading.

Approximate Age: 2_ to 6 years

SOUND GAMES

These must be done frequently and with enthusiasm.

Purpose: To make children aware of the sounds in words they use.

To enhance auditory discrimination of sounds in words used by the child.

To make children aware that words are made up of individual sounds in a particular sequence.

Preparation for writing and reading.

Material: Objects out of the environment with the same and different initial consonants and a mat.

Presentation: From the age of two on games should be played to make children aware of the sounds they use in speech. Using very

obvious examples from the child's vocabulary.

1. Start with children's names, clothing.

2. Bring some objects from the environment. Ask the child to identify the object: then say "Susie is holding a book.....book begins with

b (say sound of letter not the name). Child may hold the book.

3. Select two or three objects, place on a table/mat; encourage the children to guess which object you are thinking about by giving

them the first sound. Child may repeat the word and the initial consonant. Children may also choose objects.

4. Make the choice more difficult by taking objects in another area of the room, and asking children to guess the object by giving the

initial sound as a clue. (Identify objects first).

5. Help children hear the sounds at the beginning and end of words. Select three or four objects beginning with the same initial

consonant. Ask child e.g. to find object which begins with "b" and ends with "k". Child identifies object.

6. At another time follow the procedure above identifying the middle sound. If children have difficulty with beginning middle and end

concepts use a group of children to explain.

7. Guide children step by step to work out all the sounds in a word however long. Ask the child to think of a word and break it into its

sounds. (Use children's names).

8. How many words/objects can the child think of that begin with or contain any one sound. Continue this stage till children give whole

groups of words containing key sounds, i.e. sh, ch.

9. I spy game.

Note: Listening games prepare for the silence experience. Listening is a mind activity involving the whole body.

Approximate Age: 2 years on

II WRITING PREPARATION FOR WRITING


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INDIRECT PREPARATION 1. Practical Life exercises: Prepare fingers, hand, wrist, left to right progression, control of action.

2. Solid cylinders: Prepare the fingers for holding the pencil in writing. The knobs of the cylinders are held in the same way as the

pencil.

3. Tactile exercises: Touch Boards, Tablets and Fabrics prepare for lightness and delicacy of touch in hand and wrist movements.

4. Geometric Cabinet: a. The muscles of the hand and wrist are prepared for the movements of writing through the action of feeling

around the insets. b. Muscles of the fingers following outlines prepare for metal inset work with a pencil. (Aids muscular memory of

shape.)

DIRECT PREPARATION 1. Listening games and enrichment of vocabulary exercises.

2. Sandpaper Letters: These use three avenues of learning: sight, touch and sound. When the child is ready to write and can form the

letters, he can analyze words into their component sounds.

3. Moveable Alphabet: The child composes words by putting sounds and symbols together by means of cut-out letters.

4. Metal Insets: The frame of the inset controls the movement of the pencil and gives precision of the hand. The filling in of the inset,

limits and controls the action of the pencil. The pencil used in an up and down movement which is required in writing, and reinforces

the left to right movement. This is not for practice in controlling a pencil, but for perfecting the skill for writing.

The child arrives at a stage through indirect and direct preparation when: a. he knows the letters b. can compose words c. has the

control and co-ordination of the hand which allow an explosion into writing.

Once the child begins to write, a great deal of practice in writing is needed to develop a legible, well-formed handwriting.

PHONIC SOUNDS

In the Montessori context the alphabet is taught with letters made of sandpaper for the child to feel as well as see and repeat. Each

letter of the alphabet is taught, not by name (although this is used later), but by phonic sound. The following list will give you those

sounds if you isolate the beginning consonant sound from the rest of the word, yet pronouncing it exactly as you would if you were to

complete the word. For example, 'b' is an explosive sound made with the lips, not 'ba' as in 'ba ba black sheep'.

People who were not taught to read by a phonic method may find practice and perseverance surprisingly necessary before they are

familiar enough with the sounds to repeat them offhand in answer to a child's question.

at fan kettle pin us bat goat leg queen van cat hat man rat yam dog ink nut sad was egg jug odd tin zoo box

Note: Great care must be taken when teaching the phonic sounds. Sound only the particular letter. Never add the vowel "u" to the

sound. METAL INSETS

Purpose: The main purpose of the Metal Insets is to prepare the child's hand for writing while engaged in an enjoyable exercise.

Through this work the child develops a keen sense of colour and a familiarity with various geometric shapes. Later the child will

discover some patterns that are symmetrical and he can be encouraged to colour them accordingly.

Material: Two sloping trays, each tray containing five frames and corresponding insets (ten in all); Attractive coloured paper, cut

exactly to fit the frame; A selection of the best quality coloured pencils in as many shades as possible, kept in their special boxes; A

wooden or hard plastic square on which to place the paper; A wooden pencil holder; A suitable sized tray to carry the various items

selected from the shelf to the child's table.

Presentation: Invite the child to come to the shelf where the insets are kept. Take a tray, place the wooden or plastic mat on the tray.

Place one piece of paper on the mat, select a suitable frame and inset, two pencils in different colours and place them on the wooden

pencil holder. Invite the child to carry the tray to a table and sit beside him. Give a clear lesson on how to proceed by removing each


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item from the tray. The paper is placed on the wooden mat, the frame is placed exactly on the paper (the inset is placed to the side as

it will not be used in this exercise) and one pencil is selected to draw around the inside edge of the frame in a complete anti-clockwise

motion. The child will see the outline of the shape clearly when the frame is removed. Replace the first pencil in the pencil holder and

take the second coloured pencil and begin to fill in the shape with light serpentine lines. Invite the child to do the lesson.

Exercise: When the child is ready he is encouraged to work on his own.

Presentation & Exercise 2: Later, when the child is working well with the first presentation he can be shown the inset. Now the child

will need three pencils. Begin as before, tracing the frame. Then place the inset on the paper so that it covers the line completely. Hold

on to the inset knob so that the inset will not move. Trace the inset in the same manner as the frame. Continue as before, filling in the

shape with a serpentine line. Over time, encourage the child to move the lines closer together, compressing the serpentine line until

finally the shape is completely filled in.

Presentation & Exercise 3: After the child has worked with all the insets individually show the child how to use two different shapes

and colours. Trace the frame of each shape. Colour in one shape completely, as before, and the remaining parts of the other shape.

Presentation & Exercise 4: Show the child how to use one shape in two different positions and two colours. To do this exercise the

child would trace the inset.

Exercise 5: As the child's skill progresses encourage him to make more complex designs and use shades of one colour.

Note: This exercise should never be used for colouring or shading as done in map work. The child's name should be written on the

inset paper. Each child should have a special folder in which to keep his work. This encourages order and respect and initiates good

work habits.

Control of Error: The control of error is visual.

Approximate Age: 3 to 4 years SANDPAPER LETTERS

Purpose: The purpose of the Sandpaper Letters is two-fold: to learn how to form each letter by tracing the shape in the correct way

(preparation for writing); and to learn the shape and phonetic sound of each letter (preparation for word-building and for reading).

Material: A wooden box containing all the letters of the alphabet represented in the finest sandpaper, mounted on a smooth surface.

The vowels are mounted on a blue background and the consonants on a pink background.

Presentation: Invite the child to come to the shelf where the Sandpaper Letters are kept. Choose two letters contrasting in sound and

shape, e.g., 's' and 'v'. Invite the child to take the letters to a table.

First Stage: Sit beside the child and place one of the letters in front of him tracing the shape in correct formation while enunciating

clearly the sound of the letter, e.g., "This is 's'." Repeat this once more and then invite the child to do the exercise tracing the letter as

often as he wishes. Place this letter aside and proceed in the same manner with the other letter.

Second Stage: Place the two letters in front of the child and ask him to find a particular letter, e.g., "Can you show me 's' and trace it?

Can you find me 'v' and trace it?" If the child is successful at this stage proceed to the third stage.


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Third Stage: Place one of the letters in front of the child and ask him for the sound of the letter, e.g., "Can you trace this letter and say

the sound and this letter, trace it for me and say the sound."

Final Stage: "Now, I want you to listen very carefully." "Can you hear the sound 's' when I say 'sip'? 'mast'? 'hiss'?" "You think of a word

with 's' in it." "When you think of a word with the sound 's', tell me." "What about the sound 'v'. Can you hear the sound 'v' when I say

'van'? 'avenue'?" "When you think of some words with the 'v' sound, tell me." The teacher and child work through the letters of the

alphabet in this way.

Note: This exercise should not be rushed. It should bring joy and a sense of achievement to the child and lead him gently to the next

stage, word-building with the movable alphabet.

The teacher keeps good records of the child's progress and gives extra help when needed.

Control of Error: Tactile.

Approximate Age: 3 to 4 years

Note: The child can be given a blank sheet of paper and pencil or a small blackboard and chalk to practice writing the letters.

The teacher should observe how the child is holding the pencil and how he is forming the letters. The teacher should encourage the

child to trace the sandpaper letter and then write it. This reinforcement ensures good handwriting.

At the same time the teacher can reinforce the sound of the letters as the child traces and writes them.

Note: Some important points to remember.

- All sound games should be played before introducing Sandpaper Letters and continued parallel to Sandpaper Letters and Movable

Alphabet. - There is no set order for presentation of letters.

LARGE MOVABLE ALPHABET

Purpose: The Large Movable Alphabet enables the child to analyse phonetic words into their component parts and to build them. This

work prepares him for writing, reading and spelling.

Material: A wooden box containing each letter of the alphabet in a separate compartment as well as two compartments for the dots to

complete the 'i' and the 'j'. Once again the consonants are in pink or red and the vowels in blue. A neutral coloured floor mat.

Presentation: Invite a few children who have understood the previous exercises to accompany you to the shelf where the Movable

Alphabet is kept. Ask one child to get the floor mat and give the box containing the Movable Alphabet to another child. Choose an area

which is suitable for this work preferably where other children cannot have a reverse view of the words being built. Show the child how

to uncover the box and place the lid underneath. Place the open box in front of the children and allow them time to become familiar

with its structure.

Stage 1: Ask the children to find some letters by sound, e.g., "Who can find me 's'? Put it on the mat please. Find me 't'. Find me 'm',

etc. When replacing the letters say, "Put 's' back." "Put 't' back" and so on until all the letters have been replaced.

Stage 2: "Now we are going to build words. Listen carefully. We are going to build 'mat'. What sounds can you hear when I say 'mat'?"

One child may say 't', another may say 'm'. Accept the letters as they come. Seldom will the children hear the vowel sound at first, but

with a little stronger emphasis on the vowel sound from the teacher, they succeed. Place the letters in their correct formation and say,

"Now we have made 'mat'".

Exercise: The teacher continues to suggest short phonetic words for the children to build.


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Approximate Age: 4 years PHONETIC OBJECTS - WORD BUILDING

Purpose: The Large Movable Alphabet enables the child to analyse phonetic words into their component parts and to build them. This

work prepares him for writing, reading and spelling.

Material: Large Movable Alphabet. Floor mat. Small pink and blue boxes which contain suitable attractive objects whose names are

phonetic words. The pink coded boxes contain objects that are made up with not more than three letters, e.g., bus, pot, fan, etc. and

the blue coded boxes contain longer phonetic words, e.g., crab, flag, piglet, etc.

Presentation & Ex. 1: Using the pink coded material, the teacher ensures that the child recognises the objects, shows him how to

place them in a vertical line leaving a space between each object. She stays with the child while he builds the first few words and then

the child can work on his own or with a friend who is at the same stage of work. Provide as many boxes of objects as possible in order

to give variety.

Exercise 2: The child works with the blue coded material in the same way as he worked with the pink material.

Note: Avoid correcting spelling at this formative stage. Remember it is the process that counts. It is better not to ask the child to read

the words at this stage as he is only at the word-building stage. It is good for the child to hear the teacher read his words. It leads him

gently to the next stage. The child may write the words he builds if he wishes to do so.

Control of Error: The teacher and the material.

Approximate Age: 4 years

HANDWRITING

(Individual presentation. Emphasise posture.)

Purpose: To give the child proficiency in writing the letters of the alphabet and the numerals 1-9.

Material: Blackboards lined and squared. Chalk and erasers. Writing paper and pencil.

Presentation & Ex. 1: Using a blank chalkboard and a piece of chalk (5cm long), ask the child to trace a sandpaper letter and to write it

on the chalkboard.

Use the eraser to clean off.

There should be much practice at this stage and the teacher sees that tracing is done correctly. Ask the child to write various letters.

Proceed with large and small blank paper.

Presentation & Ex. 2: Use wide lined chalkboard, demonstrate above, below and between the lines in positioning a letter. Use three

similar letters, e.g. c, o, a or n, m, v, x.

Presentation & Ex. 3: Using wide-lined paper, the child traces the sandpaper letters and writes them between the lines.


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Presentation & Ex. 4: The child writes prepared words and phrases on lined blackboard and paper. Introduce narrow-lined paper when

applicable. Start to introduce capital letters.

Note: 1) Demonstrate correct posture for writing. Writing is never done on the floor.

2) Show the children how to print at around six years of age or when they have mastered the cursive style of handwriting.

3) Sandpaper numerals may be taught in the same way using the "squared" blackboard at the third stage before writing numerals on

paper.

Approximate Age: From four years onward. III. READING FIRST READING EXERCISE - PHONETIC (PINK)

Purpose: This exercise provides the link between preparation for reading, and actual reading of words.

Materials: Boxes of objects and boxes of pictures colour coded in pink as before but now the boxes contain the written word as well as

the object or picture. A tray containing slips of paper, a pencil and scissors.

Presentation: Invite a child to accompany you to the shelf where the boxes are kept. Give a pink box to the child to take to a table.

1. Object and Written Labels: Sit beside the child and show him how to place the objects in horizontal rows. Ask him to name the

objects as he places them. Write out a word corresponding to one of the objects and place it in front of the child. Ask him to sound the

letters. The child does this slowly at first and then encourage him to say them faster until he hears the word. The child places the word

under the appropriate object. The child continues to work through all the written labels in this way.

2. Object and Word Card: As in presentation, using the printed Labels.

3. Picture and Word Card: The child goes on to work with the pictures in the same manner as he worked with the objects.

4. Large Pink Card: Show the child how to work with the large pink cards with six pictures mounted on them and the corresponding

word-cards.

5. Secrets Box: The child is shown how to work with a pink box of words which are written neatly on a slip of paper. The child reads

the words silently and places them in the cover of the box. This is known as the 'Secrets Box' exercise.

6. Lists of Words: Finally, the child is given pink lists with six to eight words written on each list. The child practices his reading further.

Exercise: The child works with each presentation in sequence over a period of time. When he has mastered one stage he can be

shown how to use the new material.

Control of Error: The teacher and the material, except for the Secrets Box which is for 'silent' reading. Eventually the children enjoy

sharing their secret words with the teacher. This is fun!

Approximate Age: From four years onward.

Note: Preparation for Reading is included in Writing Section II. FIRST READING EXERCISE - PHONETIC (BLUE)


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Purpose: To give the child practice in reading phonetic words.

Materials: Boxes of objects and boxes of pictures colour coded in blue as before but now the boxes contain the written words as well

as the object or picture. The phonetic words are longer than those in the pink boxes. A tray containing slips of paper, a pencil and

scissors.

Presentation 1: Present exactly as for pink coded material in Exercises 1 to 6.

1. Object and Written Label

2. Object and Word Card

3. Picture and Word Card

4. Large Blue Card

5. Secrets Box

6. Lists of Words

7. Short phrases: The child is introduced to short phrases written on blue card with corresponding pictures. He reads the phrase and

matches it to the appropriate picture.

8. Short sentences: The child is introduced to short sentences written on blue card with corresponding pictures. Appropriate

punctuation is used which the child absorbs easily at this stage. A more formal introduction to punctuation is given at a later stage.

9. Short Stories: The child is introduced to attractive books growing in degree of difficulty until he can finally read a story. This is a

great achievement and one that fills the child with self-esteem and confidence to succeed.

Control of Error: The teacher's guidance.

Approximate Age: From four years onward. INFORMAL INTRODUCTION TO GRAMMAR

EXTENSION OF PHONETIC READING

In order to maintain the child's interest in reading in a purposeful way Maria Montessori introduced grammar at the phonetic reading

stage.

Each time a new part of speech is introduced it is done through playing a lively game with the children. This technique gives the child

an understanding of the function of the part of speech.

THE NOUN

Noun Game

The teacher invites a group of children who have reached this stage to gather around her. She asks a child to bring her something

from the environment, e.g., "Linda bring me a book." "Bill bring me an inset."


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The teacher continues in this playful way and then asks a child, "John bring me ... ." John hesitates for awhile and the teacher keeps

saying, "Come on John, bring me ... ." in a playful voice.

John or one of the other children may say, "What do you want me to bring to you?"

The teacher answers "Oh! you are quite right unless I name what I want you cannot bring it, can you?"

So every object in this room has a name and all those names are nouns. The children enjoy playing the game and will ask for it again

and again.

Objects in the Classroom and Name Cards

Purpose: Enrichment of vocabulary, extension of reading, informal introduction to the function of the Noun.

Material: Objects in the classroom and Name Cards. A tray containing slips of paper, a pencil and scissors.

Presentation: This is an extension of the previous exercise. The teacher writes a label for an object in the room which is phonetic for

each child. The children read them and place them beside the appropriate object. Continue according to the interest of the children.

Exercise: Later the children can continue playing this game in a group or by themselves using the black cards with the names of

objects in the room written clearly in white lettering and found within a black box. A list of the word cards is kept in the box to help the

child(ren) to return them when the exercise is finished. The colour black is used throughout for the Noun.

Control of Error: The teacher.


THE FARM

Purpose: Extension of vocabulary through reading and an informal introduction to the function of the Noun.

Material: A selection of miniature farm animals whose names are phonetic, displayed on a small table or kept in a special box. Smallblack cards with the name of each farm animal in the group. A heading card with Noun written on it.

Presentation: Show the child how to place the farm animals on the table and get him to say their names. Invite him to read a word-card

and place it by the appropriate animal or object (sack, pen, etc.)

Exercise: The child continues to work with the material as before.


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Control of Error: The material and the teacher.

Appropriate Age: From four years onward.

SINGULAR AND PLURAL EXERCISE

Purpose: To extend the child's interest in reading and informally, to introduce him to the first rule of forming the plural by adding the

letter 's' to the singular.

Material: A black box containing two packs of black noun cards with heading cards in a neutral colour, one marked 'singular' and one

marked 'plural'. Miniature objects to correspond with the words on noun cards.

Presentation: Invite a child to the shelf and give him the singular and plural box saying, "Today we are going to work with the 'singular

and plural' box. Sit beside the child at a table and ask him to open the box and take out the packs of cards. Show the child where to

place the heading cards and then invite the child to read a card from the 'singular' pack and put it under the singular heading card.,

e.g., 'clip'. Invite the child to find one clip and place it after the word card. Ask the child to read through the plural cards until he finds a

similar word to 'clip'. He finds 'clips' and places it under the 'Plural' heading card and puts two or more clips after it.

Exercise: The child proceeds in this manner until all the cards and corresponding objects are in place. He reads the singular and plural

word for each object and absorbs the meaning of the exercise.



Note: The child can work with words which have 's' and 'es' added to the singular form to make the plural. INTRODUCTION TO THE

ADJECTIVE

Purpose: To give the child an informal introduction to the function of the Adjective. Extension of reading and enrichment of vocabulary.

Game The teacher gathers a group around her who have reached this stage. She says, in a playful voice, "Tom bring me a pencil."

Tom brings a pencil and the teacher says, "No, Tom that is not the pencil I wanted." Tom goes off to find another pencil and the teacher

keeps refusing, playfully until there is only one pencil left. Tom brings the last pencil. "Thank you, Tom. That is the pencil I wanted. I

wanted the red pencil!"

THE ARTICLE AND ADJECTIVE

Farm with Article and Adjective Cards


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Purpose: Enrichment of vocabulary, extension of reading, informal introduction to the function of the Article and the Adjective.

Material: Miniature farm animals as used for the Noun exercise and the box of Noun Cards. A blue box containing a pack of blue word

cards with a heading card 'Adjective' and a pack of neutral colour word card with 'Article' heading card.

Presentation: The child places the farm animals as before. The teacher shows the child how to organise the packs of cards in order of

syntax. The child reads and places the noun cards as before. The teacher then shows him the 'Article' heading card and explains that

sometimes we use 'a' sometimes 'an' and sometimes 'the' in front of a word. "Let's see if you know which word we use." "What animal is

this?" "A dog." "Yes, it is, so which of the three words do we use?" "A." "What animal is this?" "An ox." The child places 'an' before the

word 'ox'. Now we have another card left with 'the' written on it and we can use 'the' when we have only one animal. From natural

conversation the child usually knows when to place 'a' or 'an' before the noun. "Now we have another pack of word cards. They are a

blue colour. Take one of the blue cards and read it for me." 'big' "What do you think is big?" "The pig." "Yes, the pig is big so let us

make room for the word 'big' between 'the' and 'pig'." "Now can you read it for me?" "the big pig"

Exercise: The child continues to read the adjective cards and places them with the animal of his choice. Each time he completes a

phrase, he reads it.


Approximate Age: From four years onward. INTRODUCTION TO THE VERB

Game

Purpose: To give the child an informal introduction to the function of the verb. Extension of reading and enrichment of vocabulary.

Material: A red box containing a pack of red word cards with a verb written on each card, e.g., run, jump, clap, etc. A tray containing

slips of paper, pencil and scissors.

Presentation: The teacher gathers a group of children around her and writes an action word for each child. Ask each child to read the

word on his card silently and to do the action. The other children have to guess what the word is. Continue according to the interest of

the children.

Exercise: The children enjoy playing this game in a group and later they can work with it by themselves using the red word cards.



FARM WITH VERB CARDS

Purpose: Extension of reading, enrichment of vocabulary, interest in language.

Material: Miniature farm animals as used with Noun, Article and Adjective cards. A red box containing a pack of red cards which have


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Verbs that are suitable for use with the farm. The Noun, Article and Adjective cards which the child has already used.

Presentation: The child sets out the farm as before. First he reads a Noun, then the Article and Adjective cards and places them by the

appropriate animal. The teacher then asks the child to read a Verb card and place it after the Noun card for the appropriate animal,

e.g., 'grunts'. "Which animal grunts?" "The pig grunts." So we can say the "The big pig grunts."

Exercise: The child continues to read the Verb cards, places them in position and reads the complete sentence.


Approximate Age: From four years onward. INTRODUCTION TO PHONOGRAM MATERIAL

(The colour green is the symbol for the phonogram material)

Purpose: To give the child the skill of reading words that are not phonetic, to help children with the spelling of words.

Material: A series of green boxes, each box containing suitable objects and a pack of green matching word cards. The phonogram is

clearly written on each box.

Presentation: The child places the objects in rows on the table naming each object as he does so.

1. Objects: The teacher draws the child's attention to the letters written on the cover of the box saying, e.g., "When you see these

letters you sound them together, e.g., 'sh'."

Exercise: The child repeats the sound a few times and then proceeds to read a word card which should be phonetic apart from the

new phonograms, e.g., brush, ship, shell, etc.

2. Picture Cards: When the child has mastered this stage he may proceed to work with picture cards instead of the objects for variety.


Approximate Age: From five years onward.

Note: When the child understands the exercise with the first box the teacher shows him the set of green boxes on the shelf and tells

him he may choose any of the boxes to work with. He may come to her and ask which sound the combination of letters make and

continue to work on his own.

SMALL MOVABLE ALPHABETS

Purpose: To give the child the experience of spelling unphonetic words.

Material: Two small movable alphabets in contrasting colours. The set of pictures only from one of the green boxes the child has

worked with.


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Presentation: The child places the picture cards in a column. 3. Movable Alphabets The teacher shows him how to place the letters

that make the phonogram at the top of the table, e.g., 'ch' using one of the coloured alphabets, e.g., red colour. With the second

movable alphabet the teacher then asks the child to build the word which names the object represented in picture card saying the

phonetic sounds for all letters except for the phonogram. He refers to the key letters at the top of the table to learn the new sound.

Exercise: The child continues to work either on his own or with a friend until he has built all the words.

Control of Error: The child can check his spelling of the words by referring to the word cards in the box.


Note: The exercise with the movable alphabets can be used to reinforce all the other phonogram exercises which follow.

The child may wish to write the words in a work book underlining the phonogram in red.

LISTS OF WORDS

Purpose: To give further practice in reading and spelling.

Material: A list on green card containing words with the same phonogram throughout (8-10 words). A picture highlighting the particular

phonogram is mounted at the top of the list, e.g., the picture of a 'leaf' would indicate the phonogram 'ea' which is written in red

throughout the list.

Presentation: 4. Lists of Words The teacher introduces the child to the exercise by asking him to recognise the picture and sound the

particular phonogram.

Exercise: The child works with the material by reading the words. Once he is shown how to use one list he can continue on his own.

Control of Error: The teacher.


PHONOGRAM BOOKLETS

Purpose: To maintain the child's interest in reading and spelling.

Material: Miniature booklets with the particular phonogram clearly written on the front cover and one word containing that phonogram


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written on one side of each page of the booklet.

Presentation: 5. Booklets The child chooses a booklet and the teacher invites him to sound the phonogram on the cover and how to

read the first word while turning the pages very carefully.

Exercise: The child continues working through all the booklets over a period of time. He may also try to remember the words in the

booklet and build them with the movable alphabets and/or write them in his workbook.

Control of Error: The teacher in the reading exercise. The booklets to check the spelling of the words built with the movable alphabets.


PHONOGRAM SENTENCE CARDS

Purpose: To introduce the child to reading a sentence containing a word which has a phonogram and to stimulate comprehension in

reading.

Material: A pack of interesting sentence cards containing one word which has a phonogram. Objects and/or picture cards to match the

sentences.

Presentation: 6. Sentence Cards The teacher presents the first sentence to the child either by taking a picture-card and finding the

matching sentence and reading it or by reading the sentence first and finding the matching picture.

Exercise: The child continues to work with the sentence material at his own pace.



PHONOGRAM FAMILY FOLDERS

Purpose: To give the child a clear understanding of the various ways a certain sound can be spelled. An informal introduction to the

rules of English spelling.


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Material: A series of green cards in separate folders. Each folder contains cards with six to eight words that make a common sound but

are spelled differently.

Presentation: The teacher alerts the child to the phonograms represented on each folder, e.g., one folder will have all the ways we

make the long 'a' sound, i.e., 'ai', 'ay', 'a-e' written on the cover. Each card in the folder will contain words with one of these

phonograms.

Exercise: The child will work with the folders drawing on his previous knowledge to recognise the various phonograms in isolation

while enjoying his new found discovery. He may also build the various phonograms that have the same sound using the movable

alphabets and/or write them in his workbook.

Control of Error: The teacher in the reading exercise. The folders to check his spelling of the phonograms.


PHONOGRAM STORY BOOKS

Purpose: To give the child practice in reading and to lead him into total reading through the use of interesting stories.

Material: A series of interesting story books based on a specific theme with a thread of continuity from start to finish in order to

maintain the child's interest. As far as possible, each story should be phonetic, apart from the particular phonogram.

Presentation: The child reads the story with joy and satisfaction. Once he has completed this series he is ready for suitable children'sbooks from the library.

Approximate Age: From five years onward. IRREGULAR WORDS

A word which does not obey any basic spelling rules. These words have to be memorised because they are irregular, e.g.:

* of * two * any should * shoe war brother * one * many * would watch because * mother thank hour * come buy goes * eye son only *

walk * does people * said could once talk * pretty Tuesday * again build * says broad climb comb iron fasten sew * aunt women * sure

sugar * been January strange * friend Wednesday answer language * some half forward toward journey soldier Teach only common

puzzle words to facilitate reading. Spelling these words must also be learned as part of phonogram work. READING CLASSIFICATION

(Small group presentation)

Purpose: To extend the child's interest in the written word.

Material: A. Objects in the Environment 1. Paper and pencil. Printed labels naming objects in the following categories: The objects in

the environment: furniture (chair, piano etc.) Practical Life Materials: (table washing set etc.) Parts of each Practical Life exercise.

(sponge, brush etc.)

B. Sensorial Apparatus Sensorial apparatus. (Pink Tower, Fabrics, etc.) Adjectives referring to the Sensorial apparatus (large, small,

rough, smooth etc.) Geography maps (each country, state, etc.) These labels are to be kept in boxes, or in a small cabinet, separated

according to their categories.


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C. Classified Cards 1. Collection of cards (language cards) dealing with the child's environment: the village, the farm, the city,

vegetables, fruits, etc.

There are single sets of cards with loose labels. The names of the objects are written on the back of the picture card to act as a

control.

Collection of pictures (language cards) dealing with geographical, geometrical, biological and scientific area. One set of pictures, and

one set of printed labels. Control is on the back of the picture.

1. Definition control booklets for each classification, each picture on the left side of the page. The definition printed on the right side of the page. The word defined is printed in red.

2. Two envelopes or boxes for each classification containing: a. The definitions complete with word defined in red. b. The definition

complete, but word defined (in red) is cut out.

A. OBJECTS OF THE ENVIRONMENT

Presentation 1 & Exercise 1: Introduce this labeling with a few labels written by the teacher and read by children who place them on

the objects in the environment.

Printed Labels Have labels kept in a drawer. This drawer is taken to the table and children select a label to read and place with

appropriate object in the environment.

When the exercise in completed all labels must be carefully returned to the drawer.

Presentation 2 & Exercise 2: Labels for all the Practical Life exercises are placed appropriately.

Take out one complete exercise laying out the material. Read the labels and place them with each individual item.

B. SENSORIAL APPARATUS

Material: Written labels Printed labels

Presentation 3 & Exercise 3: As above for the SENSORIAL MATERIAL.

Adjectives referring to sensorial apparatus may also be set out with the individual pieces of apparatus.

Geography jig saw puzzle maps. Geometry cabinet names of figures. Botany cabinet names of leaf shapes. Read labels and place

them on or with the material.

C. CLASSIFIED CARDS

Presentation & Ex. 1: Returning to the sets of cards dealing with environmental classification lay them out as indicated when the

children worked at the verbal level, leaving a space for the reading labels.


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With the help of children lay out the pictures. Child reads the labels and places them under the appropriate pictures.

At the end of the exercise the children may check their work with the control on the back.

DEFINITION BOOKLETS

Purpose: Reading exercises.

Presentation & Ex. 1: Bring classified cards, booklet and printed labels to a mat or table with a small group of children who are able to

read and have had experience with the objects represented on the material. Read the booklet to the children and put it aside. Have

the children set out the cards in an orderly fashion. Isolate a printed label and invite a child to read and place it underneath the

corresponding card. Continue until all labels are matched. Children can check their work with the booklet.

Exercise 2: In the same manner, introduce the paragraph definitions which the children can match to the cards.

Exercise 3: In the same manner, introduce the second set of definitions which have the key word missing. Here the children will match

the definition to the cards and replace the key word.

Control of Error: Names on back of pictures or definition booklet.


IV. FUNCTION OF WORDS

GRAMMAR (continued from the phonetic stage)

FURTHER EXERCISES WITH THE NOUN

Purpose: To maintain the child's interest in language beyond the phonetic stage, to increase his vocabulary and to give a clear

understanding of the function of words.

Material: A black box containing a pack of black cards with the names of the objects in the environment which are non-phonetic words.

A list of these words is kept in the box for checking.

Singular and Plural: The child continues to work with the singular and plural exercises using non-phonetic words.

Control of Error: The teacher or sometimes another child.

Approximate Age: From five years onwards.

FURTHER EXERCISES WITH THE NOUN, ARTICLE, ADJECTIVE AND VERB


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Presentation 1: Ex. 1 Have child spread triangles out on a table/mat.

The teacher says "I wonder out of all these triangles do you think you know which one I would like?" She writes: "The triangle." When

the child selects, indicate that is not the one. Tell the child you will write him a clue.

Size Take a slip of paper and write "large". Cut the - triangle in separate slips. Place "large" in between. "Perhaps we can make the

game easier by putting away all the triangles except the large ones." Place all the small and medium sized triangles in the box and put

it aside. When the child selects say "No, that's not the large triangle I was thinking about. Let me write you another clue."

Colour The teacher writes another clue "yellow" on a label, cuts the original label and places yellow in the appropriate place. "Thelarge yellow triangle. Let's put away all the triangles but the yellow triangles." The child reads and selects and is told that is not the

one. Let me write you another clue."

Type The teacher writes "isosceles" and places it in the phrase. Put away all the triangles but the isosceles triangles. When the child

selects indicate that is not the one, write another clue.

The teacher writes "right angled" and places it in the phrase. Child selects the specific triangle.

Note: The key is that no matter what triangle the child gives you it is not the one you want.

Approximate Age: From five years onward. THE ADVERB

(small group)

Purpose: To give the child an understanding of the function of the Adverb.

Material: A box marked with the adverb symbol containing orange cards, each with a different adverbial phrase printed on it. Pencil,

slips of paper, scissors.

Presentation: The teacher writes an action and hands it to the child to read and then do the action. Write an adverb on to the original

message, the child reads and adjusts the action. Repeat for the other children. Encourage children to change the actions to match the

new instructions. Continue according to the interest of the children. At the completion of the actions, ask the child "Which word told

you what to do?", and "Which word told you how to do it?"

Exercise 1: Children continue using printed labels.

Exercise 2: a. Suggest to children to try two adverbs to qualify the verb i.e. quickly and quietly. b. Children may also write their own

adverbial phrases.

Examples: Carefully, slowly, quickly, briskly, softly, gently, loudly, harshly, deeply, proudly, sadly, happily, joyfully.

Age: From five years onward. LOGICAL ADVERB GAME

(small/individual group)

Purpose: To introduce the function of the adverb as a qualifier of the verb. Introduction to interpretive reading.

Material: A box marked with the adverb symbol containing two sets of cards: orange cards printed with adverbs, red cards printed with

verbs. The sets must form logical pairs.

Presentation & Exercise: Play this game in the same way as the logical adjective game, placing the verbs down first and adding

adverbs to follow to the right of the verb. Try two adverbs.



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Presentation & Ex. 2: A selection of related objects in a box, e.g., a ring and a small box; an egg and a nest; a car and a bridge, etc.

Labels to match the objects and some noun, adjective and verb cards as before. The teacher removes the objects from the box and

asks the child to identify them. Show the child how to select the appropriate preposition as in the previous lesson. Later the child will

write his own sentences to suit the exercise. He can cut out the words and place them appropriately.



Note: This exercise should be presented when the child is familiar with the function of the verb.

CONJUNCTION

(Small Group)

Purpose: To help the child understand the function of the conjunction (a joining word).

Material: Three or four articles related to one another e.g. three different coloured pencils or flowers. A piece of ribbon, the farm.

Printed labels. Red and black pencils, slips of paper.

Presentation: Take out the objects with the children and space them out on the table. The teacher writes slips for each i.e. "The red

flower", "the blue flower", etc. The child reads the slip and places it near the object. The teacher says she is going to join the flowers

together as she ties them with a ribbon. The teacher indicates she is going to write a word which joins all these labels together like the

ribbon tied the flowers. In red pencil, she writes several slips with "and". She joins the phrases together. The teacher asks the child to

read the slips.

Exercise: Children work independently with the printed tickets and the farm, adding the prepared conjunction slips.

Appropriate Age: From five years onward.

THE INTERJECTION

Purpose: To give the child an understanding of the function of the interjection which is 'A word thrown into a sentence to express

emotion.'

Game: If you get a surprise gift what would you say when you opened the box if you were happy? if you were disappointed? if you

were sad? if someone hurt you? etc. The children come up with some funny expressions. Slang words are acceptable in this lesson.

Presentation: The teacher prepares a card with a list of common interjections and asks the child to put them into sentences. The child

adds some new interjections and writes them in his workbook. He adds them to the farm.


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Approximate Age: About six years of age. V. INTRODUCTION TO ANALYSIS

CONTINUATION OF COMMANDS

(Small group/Individual)

Purpose: Preparation for Sentence Analysis (Stage I).

Material: Pencil, slips of paper and the first box of analysis symbols. A box marked with two verb symbols containing red cards, each

printed with a double command in which sequence is not important (run and jump, etc.)(Verb box 2) A box with one verb symbol

containing red cards each printed with a single command. (Get a snack, spin a top) (Verb box 3) A box with two verb symbols

containing red cards, each printed with a double command, one command having an object (walk and carry a chair, etc.) (Verb box 4)

A box with two verb symbol containing red cards, each printed with a double command, both commands having an object, e.g. wash

your hands and trace the letters, etc. (Verb box 5)

TWO VERBS

Presentation: Write a label with two verbs for each child, i.e. "dance and sing". Child performs the actions. Ask the children how many

actions they have performed. Write a second label with the same sentence, cut it up and transpose. Can the child still do the action?

The child may work alone or with a friend. Children may write their own double command, perform and transpose, using the prepared

material as a guide.

Suitable commands: Hop and clap. Whistle and nod. Walk and bow. Dance and sing. Turn and look.

Exercise: Introduce the child to the printed labels, Box 2.

ONE VERB AND ONE OBJECT

Presentation & Ex. 2: Write a label, e.g. Spin a top Child performs the actions. Write a second label with the same sentence, cut it up

and transpose it. Allow the child to continue working using the prepared material, found in Box 3, as a guide.

TWO VERBS AND ONE OBJECT

Presentation & Ex. 3: Write a label with two verbs, the second verb having an object, e.g. run and open the door, stand and eat a

cracker.

Child reads and performs the actions. Ask the child how many actions were performed.

Write the identical sentence again, cut it into component parts and transpose. Ask the child to perform the transposed actions, and if it

is the same as the first sentence, e.g. open and run the door. The child may work alone or in a group using the printed labels found in

Box 4.

Suitable sentences: Bend and touch your toes. Walk and hum a tune.


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TWO VERBS AND TWO OBJECTS

Presentation & Ex. 4: Write a label with two verbs and two objects e.g, Open a book and read a page. Child reads and performs the

actions. Write the identical sentence again, cut it into component parts and transpose. Ask the child to perform the transposed actions

and if it is the same as the first sentence e.g. read a book and open a page. The child may work alone or in a group using the printed

labels found in Box 5.

Suitable Sentences: Blow a kiss and wave your hand. Turn the handle and open the door.

Approximate Age: From six years onwards.

Language Chart


3-6 language album

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