Question Game

Question game involves an object, any object and you use that object to strike a conversation with the children.

SUBJECT:

Language

TOPIC:

Question Game

AGE GROUP:

3 ½ years and above

MATERIAL:

Any object you can manage.

*I took a toy car.

DIRECT AIMS:

Direct aims for ‘question game’ are:

  1. Enabling the child to speak in front of others.

INDIRECT AIMS:

Indirect aim include:

  1. Language development
  2. Confidence building.
  3. Development of concentration.
  4. Development of an interactive relationship between teacher and the children.

POINT OF INTEREST:

The activity itself is pretty interesting.

PRESENTATION TIPS:

  • Call out one child and ask different question to make him familiar and comfortable with you, then show him the object and ask questions related to that object.
  • You can do the same with the whole group of children but if you do individually then you can have better interaction with each and every child.

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I SPY Game

A word is a combination of different sounds: the beginning sounds, middle sounds and the ending sounds.

Start with middle sounds and when you are introducing middle sounds use 3 letter words. Then comes the beginning and ending sounds.

SUBJECT:

Language

TOPIC:

‘I Spy’ Game

AGE GROUP:

3 ½ years and onwards

MATERIAL:

A basket having several objects from the environment.

DIRECT AIMS:

Direct aims of ‘I Spy Game’ are:

  1. Perfection of sounds and words.
  2. Enhancement of vocabulary and preposition.
  3. Development of pre-reading exercises

INDIRECT AIMS:

Indirect aims include:

  1. Development of imagination power.

POINT OF INTEREST:

 The activity itself and all the colorful objects catch the interest of the children

PRESENTATION TIPS:

‘I spy games’ include several games in the following sequence:

1st Game

  1. Give different objects to every child and all those objects should have objects beginning with different sounds.
  2. Then ask the children, “I Spy with my little eyes, something is in ______ (student’s name), beginning with ____ (sound).
  3. The children will say the name of that object.
  4. Likewise repeat this for the others.

2nd Game

  1. Put the objects in different places like under, behind, on or in something.
  2. Then ask, “ I spy with my little eyes, something is ____ (preposition) the ____ (object name) beginning with _____ (sound). For example, I spy with my little eyes, something is under the chair beginning with c.
  3. Likewise repeat with the rest of the objects.

3rd Game

  1. Place the things in the class room at different places.
  2. Say, “I spy with my little eyes, something which begins with ___ (sound, letter), e.g. f

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Classified Cards

Classified cards involve classification of different objects according to their category. As classification is a mental ability, therefore this activity focuses on  brain progress.

SUBJECT:

Language

TOPIC:

Classified Cards

AGE GROUP:

2 ½ and onwards

MATERIAL:

The material of classified cards include:

  1. card of any specific environment
  2. cards of things related to that specific environment with names
  3. cards of things related to that specific environment without names (separate name tags)

DIRECT AIMS:

Direct aims of classified cards are:

  1. Enhancement of vocabulary.
  2. Classification of things according to their environments.
  3. Classification of different environments.

INDIRECT AIMS:

Indirect aims of classified cards are:

  1. Indirect preparation for reading.
  2. Indirect preparation for further studies.

CONTROL OF ERROR:

When the child will place the wrong name tag with the wrong picture, he will know his error and then he will correct it by placing the right name tag with right picture.

POINT OF INTEREST:

The pictures themselves are interesting for the children.

LANGUAGE:

Names of the objects.

PRESENTATION TIPS:

All activities start with bringing the material along with the children and then taking their consent to begin the exercise. Always sit in circle with the children so you can keep an eye on all of them and they can be properly  involvement.

What comes after is what requires some tips and guidance.

  • After sitting down, show the big picture of any specified environment like a dinning room, and ask the children what that is.
  • Ask different questions related to that picture.
  • Communicate with children, let them talk, tell tales etc.
  • Then show three pictures with name tags that are related to the one big picture, one by one. The children might tell you themselves what they are.
  • Then by using the 3-period lesson, you test them, help them to memorize the names.
  • Once done with that step, you can introduce the 3 cards without the name on them and then ask the child to place the right name tag with the right picture.
  • You can play games like mix all the cards and tags and ask the child to match the right ones.

There are million ways of doing these activities or exercises, well, not million but there are more than one. I am just telling you one that I came across. Do not restrict yourself to just one method. Open new doors and make the activities as interesting as you can. Good luck.

Here is a page from my folder:

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Things in the Environment (Flash Cards)

In “Things in the Environment”, you can make flash cards or have an object basket to give the concepts to the children or you can use both. We practiced with both. 🙂

So here it goes.

SUBJECT:

Language

TOPIC:

Things in the Environment with Flash Cards.

AGE GROUP:

2 1/2 years and above

MATERIAL:

Material includes:

  • Six different cards having prominent and colorful pictures of things in the environment along with their names written.
  • Basket full of different objects that exist in the environment. (Especially have objects that are on your flash cards for further activities and games)

DIRECT AIMS: 

Direct aims include:

  1. Learning the names of different things in the environment.
  2. Identifying the name with the picture and vise versa.

INDIRECT AIMS:

Indirect aims include:

  1. Enhancement and enrichment of vocabulary.
  2. Preparation for further studies.

CONTROL OF ERROR:

Incorrect recognition and wrong pronunciation of words will guide the children around.

POINT OF INTEREST: 

The colorful pictures of the things in environment plus the stories and questions connected to the pictures indulge the kids in the activity and help them enjoy and learn at the same time.

PRESENTATION TIPS:

  1. Bring the material along with the children and ask the children: who would like to do this activity with me?
  2. Choose one and take his/her consent to begin the exercise.
  3. Introduce three cards at a time using the three period lesson.
  4. You can tell a story or poem or just ask questions related to the pictures.
  5. Repeat the activity with the other children.
  6. Lastly do a proper wind up and take back the material to its place.

Here is a page from my folder.

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News Period

Lets start with ‘News Period’ as the first lesson in Language section. It is also the first lesson in classes as well. We were taught to start every day with ‘New Period’ (after assembly, of course)

News period has great importance in language, social mental and emotional development.

So, here are the details about it and how to present it. 

SUBJECT:

Language

TOPIC:

News Period

AGE GROUP:

2 1/2 years and above

DIRECT AIMS: 

Direct aims include:

  1. Learning about greetings.
  2. Learning about being thankful to their Lord for everything.
  3. Learning about the importance of breakfast.
  4. Learning about the names of week.
  5. Learning about the names of the 12 months of the year.
  6. Learning about the names of the four seasons.
  7. Learning about weather and telling the difference.

INDIRECT AIMS:

Indirect aims include:

  1. Enhancement of vocabulary, speech and personal grooming.
  2. Preparation for becoming orator.

POINT OF INTEREST: 

Activity itself including singing along poems, taking part in questioning and answering and a lot more.

PRESENTATION TIPS:

  • As you enter the class, grab the children’s attention by greeting them. Like this: Good morning children!!! (give them a big smile :)) How are you all? etc.
  • Have a little talk with them, make them feel at ease with you. (Remember they have left their warm beds and left their mamas to come to you. Welcome them and mean it)
  • Make them see some of the blessings they have and thank God for them. Sing a poem. Like this one:      

Thank you God, for the world so sweet

Thank you God, for the food we eat

Thank you God, for the birds that sing

Thank you God, for everything.

  • After the hello, hi ask the children about breakfast. “Have you taken your breakfast?” (wait for their response) “What have you taken in your breakfast?” (ask few by calling their names but if you have little strength ask all, involve them all)
  • On the right top of the board there must be a calendar drawn. (I will share a pic in the end to give you pictorial view for better understanding) Start counting with children, using a pointer or some long ruler to point to the numbers: _ has gone, _ has gone (keep on counting like this and crossing the dates that has gone until you reach the desired number) today is _ (encircle that date).
  • Write the date on the left side of the board. (And if you have some chart drawn for this purpose, change the date on that too. Choose a child to do that)
  • Then ask them about months in the year. You can sing a poem or if you have a chart of months use that. First count them all then count the number of the desired month and write it beside the date.
  • Then write the year beside the number of year.
  • After than ask the children about the days in a week. Sing a poem about days in a week like:

We are growing, We are growing

Day by day, Day by day

Monday, Tuesday, Wednesday

Thursday, Friday, Saturday

And Sunday

And Sunday

Then ask them:

Yesterday was ________

Today is __________

Tomorrow will be __________

  • Say: So, today is_____ and write it under the date in small letter.
  • After that ask about the weather. Make them look outside and tell what is the weather like.
  • Write the weather under the name of the day and draw a respective image.
  • Then comes the season. Ask how many seasons then move on to differentiate between with them and help children tell which season is going on. Have some charts in the class to help them understand better also it will make your class colorful.
  • Write the respective season under weather with an image.
  • Then comes the attendance part. Ask: How many children are present today? Who will count? (Ask one of the children to stand up, first count himself/herself by patting his/her head one time and then others by one tap on the head.
  • Write in the middle of the board (or you can write under the season, adjust according to the situation:

__ children are present today

  • The ask another child to count the girls and boys one by one and write on the board like this:

__ girls are present today

__ boys are present today

  • Lastly, ask the children about anything new. Like the event of the day e.g birthday? 
  • Write the event accordingly and draw a picture as well.
  • After all this you can move on to your class of whatever subject it is.

Here is a pictorial view of the whole News Period (from my folder):

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That’s all for now.

I hope it proves to be useful.

Have a good day.

Introduction to Spoken and Written Language

Lets go back.

It has not always been like this. Before actually words, communication was all about gestures and body language. Then it improved a little and people started using sign language and symbols then came the imitation of sounds.

Earliest written language was all about sketching and drawing.

In writing, capital alphabets were introduced first. In the start, they were illogical associated with different things (natural objects) e.g. A-cow, M-owl etc. Later it improved and things started to make sense.

People have this misconception that writing is  a difficult task and it should be taught later from  7 years of age. You should know that the actual writing starts at four and children need to perfect their hand movement before their hand movements are firm. In the infancy period, their motor movements are more flexible to obey the orders of nature. Once that time period is lost, his hand movements are firm and they cannot learn as easily as before.

In Montessori method,  the children are taught to:

  • How to hold a writing utensil.
  • How to have a light hand i.e. flexible movements.
  • How to have a firm hand i.e. controlled movements and how to write and draw within the line.