Monday, June 14, 2010

Assignment # 3

Assignment #3 Question 5. Describe Montessori’s insights as to the important sensitive periods in the first stage of development. Give examples from your own observations and experiences with children.

The phrase, “Sensitive Period in Development” first used animals by Dutch biologist, Hugo de Vries. Montessori says During Sensitive Period, the child is endowed with a special sensibility, which urge him to focus his attention on certain aspects of his environment, just like a burning passion. Hereinafter the quote from Dr Montessori:

“Conditions, extremely favorable to development at one stage, may become ineffective or even unfavorable at a later period”. Certain organisms have periods of sensibility for the purpose of helping the organism to acquire certain functions or determined characteristics.
“The children pass through definite periods in which they reveal psychic aptitudes and possibilities which afterwards disappear”.
“These sensitive periods are like a beam that lights interiorly or a battery that furnishes energy”. The sensitive periods furnish energy to explore specific areas of the environment and to master certain skills.
“It is this sensibility which enables a child to come into contact with the external world in a particularly intense manner. At such a time everything is easy; all is life and enthusiasm. Every effort marks an increase in power”

There are eight step of Sensitive Period in child development:

  1. The Sensitive Period for Language
  2. Sense of order
  3. Sensory development
  4. Refinement of Senses – Interest in small objects
  5. Coordination of movement
  6. Sensitive Period for Learning Good Manners
  7. The Sensitive Period a Burning Intellectual Love
  8. The Sensitive Period for Culture

1. The Sensitive Period for Language (Age 0 – 6)

    • It begun in the child long before the child can speak or walk.
    • At 4 months a baby may be seen intently watching the mouth of the speaker and making “vague soundless words”
    • Parents (especially mother) must always talk to the baby because the spoken language becomes as “a kind of music that fills the soul”
    • At 6 months the baby will begin to make real sounds.
    • Child learns to reproduce the sounds of his mother tongue.
    • At 2nd year, the more words the toddlers know the more easily he will learn
    • The child endowed the ability to hear and formulate the speech sounds of each of those languages.
    • Let the child exposing to lots of oral language is a wise investments
    • Example :

    In Malaysia, we have many races and culture, we can expose to many languages. Since birth, I spoke English and Hock-kien (my native language) to my daughters. My babysitter spoke Mandarin and Fu-Chaw (native language) with them. Further more at nursery school at age of 4, she expose to English, Mandarin and Melay. I found that my daughters (Age 4 and another Age 1 ½ ), they understand all languages as mention and they very easy to adapt to new language. I need to highlight that “Sound Cylinder” had train my Allyson be aware the sound differ of every languages she had hear.

  1. Sense of order (Age 2 – 4)
  • The child displays an almost passionate interest in the order of things various occupations, which are to be found within it, both in time and space.
  • Everything in his environment should be kept in its accustomed place.
  • Action of the day should be carried out in their accustomed routine.
  • The child have positive ritualism in appearing
  • Children feel insecure when they notice of changing, such as; furniture, sit for family member etc. The use of spoon, cup, fold & unfold blanket.
  • When child notice these change, they are upset and will throw their tantrums by cries.
  • Example :

    One evening when our family prepare to have our dinner together, my little girl Allyson (1 year old) cry and refuse to eat anything, she throw her spoon and her favorite cup. After a while she tired and I try to encourage her to explain the reason she throw her tantrums. She keep pointing to my husband and saying “Daddy…daddy…”, finally my mother aware that my husband was not sitting at the place as usual, after change back the seat, Allyson happy to start her meal with us.

3. Sensory development (Age 0-6)

  • Upon birth, the infants using their five senses for learning, there are; sense of seeing, hearing, touching, smelling and tasting.
  • Children learn best when they use their hands.
  • The hands function as a powerful pathway to the brain.
  • Letters and numbers are absorbed during the use of the sensory material in age 3-6.
  • Working with material can helps the child explore the attributes of reality such as color, shape, dimension, texture, weight, temperature and pitch.
  • Dr Montessori recommends that “never give more to the eye and the ear than we give to the hand
  • Sensory structures help to develop perceptual
  • Children learn from perception and interpret to information & understand the signal
  • Develop of the sense is the foundation of intelligence
  1. Refinement of Senses
  • Begins in second year / Age 1, child very interested in small objects
  • The child is peculiar fascination to tiny objects in their environment.
  • Children like to handle small object, it is very useful to strengthening eye-hand coordination.
  • Child have very good observation in tiny objects, such as small insects at the corner of house, pattern print on clothes.
  • Child interest in sensorial impression in color, sound, shape, texture, and so forth. Montessori say “this is the best time to gives the child sensorial materials”
  • Example:

    I put some beans in a small empty bottle and give to my daughter during age of 1. She is pouring out all the rice on the floor, after that she pick up one by one and try very hard to put back to the bottle. Thru practicing and repeating for half an hour, only two beans can put in the bottle but she still very excited.

  1. Coordination of movement (Age 2-6)
  • Movement starts in the womb, beginning in the 7th week, peaking at 15th to 17th week
  • After birth it takes up to two years for the neurons in the cerebellum to control movement.
  • A child simply cannot sit, crawl, stand or walk until the cerebellum reaches a certain critical mass of development.
  • The best gifts is given a maximum time on the floor on the tummy
  • Every time the child creeping, crawling, moves an arm or leg, a signal goes to the motor cortex of the brain. The more signals are sent, the stronger the connections and the more fluid the movement.
  • Age of 1 ½ and 2, children easily and joyfully take long walks and carry things at the same time. Maria Montessori called it “law of maximum effort”.
  • Once basic movements are established, 3-6 years old, love activity such as the balance beam, carrying objects and movement games that challenge them to further coordinate their movement.
  • There is a powerful impetus for fine motor skills such as holding a pencil
  1. Sensitive Period for Learning Good Manners (Age 2 ½ - 6)
  • Referred to Dr Montessori, this is special epoch for sensation.
  • The child interested in external sensory impressions;
  • The child’s attention is also directed by nature at this stage to his own bodily actions.
  • Montessori remarked, “a master of ceremonies at a big court or an ecclesiastical function could not be more exact, and exacting.”
  • Best time to give lessons on how to behave with “grace and courtesy”, guide the children establish the “right rapport” with the environment.
  • Example :

    The child likes to learn a good manners like; opening and shutting a door, handing a sharp instrument to other person, how to walk quietly, carry things, saluting. My 3 years old daughter learn table setting at Montessori’s school, after the day, she always offer herself to assist me and she feel confident that I put my trust on her. My parents not a Catholic nevertheless I’ll pray quietly before having the meal. As taught by teacher, Allyson will pray laud “Thank you GOD for the words so sweet, thank you GOD for the food being ….” She also added “Teacher say, we need to eat quietly”.

  1. The Sensitive Period a Burning Intellectual Love (Age 3-5)
    • According to Montessori this is “the essence” of a sensitive period in human development. It is a “drama of love between the child and its environment”
    • It is an animating psychic factor leading to an immense mental activity.
    • It starting from nothing, from unconscious, there arises a new interest, which illumines the mind, then stirring it as it were to new vibrations. It is the choice of a keen intellectual love.
    • Urged on by “intellectual love”, in a joyful simplicity of soul, a child can make enormous progress.
    • Age 3 ½ to 5 is writing time
    • Age 4 ½ to 6, the child have desire to do a reading
  1. The Sensitive Period for Culture (Age 6-9)
  • Beginning age of 3, young child have interest with culture.
  • The child age 3 to 6 will be susceptibility to adult influence.
  • Child have a lot of question “WHY”, because they are so interested to know everything, this is the period passing from “unknown” to “known”
  • Example :
  • I frequent bring my daughter to beach during weekend. I remember when Allyson is 3 ½ , she look at the beautiful sunset we start this conversation :

    Allyson : “Mommy, why the sun jump into the sea?”

    Christine : “Mr. sun feel hot and need to take a bathe”

    Allyson : “When the sun will come out?”

    Christine : “Only tomorrow Mr. Sun will show face, let us go home for dinner”

    Allyson : “I don’t want to go, I want to wait Mr. Sun come out”

        Christine : “Mr. Sun complete his duty today, and he also need to go home eat dinner, shower and take a good rest”

        Allyson : “Mr. Sun’s mommy asks him go home? Where is his home?”

    She is so eager to find out the answer, she ask so many good question, I doubt that she can understand what is the earth, sun, moon, day and night. Notwithstanding, I promise to give Allyson that Mr. Sun’s address after she take shower and dinner.

    Before bedtime, I bring a small globe to bedroom. She can find the location for seven continents, thus I assist her to find out “Malaysia” and stick her photo on the globe. Next I write “SUN” on a piece of paper and stick on the torch light. Now I turn off the light in room and let Allyson hold the torchlight. While I make this presentation, she listened quietly and satisfied with my explanation. I am so astonished that Allyson was bring the torch light and globe to my parent’s room and imitate my presentation. That night she slept with the torchlight.

    Sensitive period just comes for a moment but its benefits last for a lifetime. Because each sensitive period brings certain physical and mental attainments, also establishes certain functions. We should let nature draw up the timetable for us; let her arrange the general program of the child’s studies from year to year.

Your browser may not support display of this image. Allyson draw this picture at age 3 ½, the big face is herself, and the small for her sister. She has draw two suns because that is hot afternoon and they having outdoor activity. She can use drawing to express her feeling and write a note. She love environment and will draw it on her book before bedtime.

I believe the sensorial apparatus at Montessori class had help my daughter in her sense development and they taught to love and care their environment.


((Thank you for sharing Allyson’s drawing. I love children’s art. Your answer is excellent.))

Question 6. Montessori indicates that the sensitive period for reading and writing is between four and a half and five and a half years. At this age, if the child is offered all of the help in this area that a Montessori classroom provides, reading and handwriting usually develop with ease. Aware of this insight what materials and experiences should you present to the children between the ages of four and six? (You may wish to consult the Beginning Reading curriculum guide.)

Reading and writing were actually a spontaneous phenomenon of natural development. Writing is translated sounds into signs, reading is translating sign into sounds. Child’s explosion into writing is closely connected with his special sensitivity for language, and this was operative at the time when he began to speak. In our study of language we saw that speech goes primarily with hearing, action is connected with sight. These two senses are the ones most concerned in the child’s psychophysical development.

Writing preparation checklist

There are two sides to the preparation for writing; the muscular skill is developed by the use of the pencil and the knowledge of the letters. Herein the list of materials and activities to introduced in order to children between ages of 4 – 6:

  1. The Insets for Design
  2. Sandpaper Letters
  3. Large Movable Alphabet (Word building)

Reading practice checklist

  1. Reading (Phonetic) – Introductory Material
  2. Reading (Phonetic) – Books

Speech preparation checklist

  1. Phonetic Reading, Grammar – Nouns
  2. Adjective Cards with Farm
  3. Verb Cards with Actions
  4. Verb Cards with Phonetic Farm
  5. Phonograms

Writing practice checklist

  1. First Writing
  2. Writing
  3. Books in the Classroom

  1. The Insets for Design

The pedagogic writings of “Itard” are most interesting. Edward Sequin, took the experiences of Itard, applying these “physiological” methods, modifying and completed a genuine educational system for deficient children. According to Sequin, we do not need to teach writing, the child who draws, will write. Children are taught to use index fingers to feel around the shape of various geometrical insets.

    Vertical : is a line, which the eye and the hand follow directly, going under and down

        Horizontal : is a line not natural to the eye, nor to the hand, which lowers itself and follows a curve

      Purpose: Develop the child dexterity, to gain control of a pencil and help to prepare the hand for writing. To understanding of geometrical designs and symmetry, color schemas, experience in artwork and mathematics.

      Material: Ten geometrical shapes, except the parallelogram. The frames are plain color and inset shapes are in another. Colored pencil in a box of 48 or more. Squares paper cut to exactly the size of the frames, I call it “Inset paper”

Exercise 1 Single outline Put the frame on the inset paper draw with red color (can use any color) as the outline. Remove the frame and take blue color pencil to drawer horizontal line, from left to right. The closer between the lines, the more practice needed to perfect the skill.
Exercise 2 Symmetrical

Design

(Mirror image)

Take any frame (eg. Rectangle) and drawer on the inset paper. Next I’ll turn the frame 90 degrees and draw overlapping rectangle. Let the child look at the resulting design and color using “lines drawing”
Exercise 3 Double outline I’ll ask the child pick and frame then draw on inset paper. Take away the frame and show the drawing. Now I let the child pick the solid inset to cover the same shape draw on paper. Use another color pencil to draw the outline and remove the inset.
Exercise 4 Two shapes Let the child choose two shapes and design patterns, either frame or inset. Then color the pattern using lines theory.
Exercise 5 Monochrome Using one color to create the shades. Color from lighter to darker.
Exercise 6 All over design Draw designs using many shapes that fill entire paper.
Exercise 7 Border Repeats a design by moving the frame along the paper.




2. Sandpaper Letters

Dr Montessori discovered the best age to learn to write is from 3 ½ to 4 ½. At this period, the child not interested in writing sentences or words. They purely interests in sensorial aspects; especially when they feel the contours with their two writing fingers on the “Sandpaper letter”.

      Purpose: To learn the sound and shape of the letters of the alphabet. To gain a muscular memory of the shape of the letters as a prelude to writing.

      Step of presentation:

Step 1 Wash hands with soap and warm water
Step 2 Every time chose two letters that contrast in shape and sound, eg. “s” and “t”. Introduce the phonetic sounds to the child. Introduce using the “Three Period Lesson”
Step 3 First Period: “This is...”
    1. Place one letter in front of the child and say “Watch me and listen”. Teacher traces the letter using first 2 fingers at dominant hand and saying the phonetic sound. Repeats the tracing and sounding for 2-3 times.
    2. Now invite the child doing the same tracing for several times. Let the child sound it spontaneously when they know they ready.
    3. Teacher place another letter and repeat the tracing and sounding.
Second Period: “Show me…”
    1. Now place both of the letters in front of the child and say, “Find the ‘s’ and feel it”.
    2. After the child done the tracing, teacher take the ‘s’ and place together with ‘t’, change the position and ask the child find “t”.
    3. If the teacher wants the child pick letter ‘t’ but the child pick ‘s’. Teacher strictly not allowed to correct the child by saying they take the wrong things. The polite way to respond to the child is “Yes, you pick ‘s’ right now, you can feel it and sound it”
Third Period: “Tell me…”
    1. Place one letter in front of the child and ask, “Feel and say this sound”.
    2. Give the child other letter to do the same. This is to check if the child can pronounce each sound correctly.
    3. Finish the lesson by saying “You have learnt these two sounds ‘s’ and ‘t’.
Step 4 The teacher wants to give the child an idea of how the letters are used in words. Example, she places a letter ‘s’ in front of the child and says, “Listen. Can you hear ‘s’ when I say sun, when I say inset, when I say bus?”

Use words that contain the sound in different places. Encourage the child to think of words containing the sounds that s/he has learnt. Say “If you can think more words with these sounds in them, come and tell me”

Step 5
    As soon as the child expert, we can let them tracing sandpaper letters with closed eyes. The perception will be established by the direct muscular-tactile sensation, which guides the hand of the child in these movements. Thus fixed in the muscular memory.

3. Large Movable Alphabet (word building)

When the child has learned the phonetic sounds of the alphabet and knows the letters by sight, know the sound in words, now they are ready to build words by composing the words using ‘Movable Letters’.

      Purpose: Analysis of phonetic words as a preparation for reading, writing and spelling. This exercise is best done for children age 3-4.

      Presentation 1

    1. The teacher opens the box of letters, put on a large green mat on the floor. Place in front of all the children and let them look at the letters.
    2. Teacher will call sound of various letters and ask the child to find out. “Can someone find ‘t’?” ‘Put ‘s’ on the mat.’ “Find ‘c’.”
    3. Children do not take turns, let everyone tries. Once have enough practice in finding, ask the children arrange back to the box.
    4. Teacher also can let the child match the movable alphabet with sand paper letters.

Presentation 2

    2.1) The material is arrange the same in the box. The teacher can call the children, “Now we are going to make words.”

    2.2) Choose any simple 3 lettered phonetic words, eg. “cup”.

    “What sounds do you hear when I say, ‘cup’?”

    A child may say the sound “c”.

    “Yes, someone find ‘c’. Show the child where to put the letter on the mat.

    “What else do you hear in ‘cup’?” The teacher keeps on prompting in this fashion until the word is built on mat.

    2.3) The teacher read the words back to the group a few times, the sound of each letter pronounced individually and as a whole word.

    “We have make c-u-p, cup. Now we will make ‘pig’. The lesson continues in this way and teacher suggested other phonetic words to let the child to build.


    Presentation 3

    3.1) Provide attractive object to enable the child to work within this limitation, such as; Pink boxes and Blue boxes.

    3.2) First level start with Pink boxes, small objects and pictures in pink card which names with 3-lettered phonetic words, eg. Hut, nut, pig, pot.

    3.3) Second level will practice with Blue boxes, small objects and pictures in blue card which names are longer phonetic words, eg. Hand, mask, duck, desk and frog.

    Step of presentation using Pink/Blue Boxes with the Large Movable Alphabet:

  1. Pick one object/picture card from the box and puts it on the mat.
  2. Take lettered from Movable Alphabet box and builds its name beside it.
  3. Then the child takes another object and puts it under the first one and does the same.

As soon as the child has understood the exercise, s/he can work alone. Do not kill the child’s enthusiasm at this stage by correcting every spelling error. Do not ask the child to read the words he has composed. When the child has built words successfully, the teacher should go to his mat and read the words back to him. Teacher says the phonetic sounds of each word, then, say them quickly, fusing them together to make a word.


4. Reading (Phonetic) – Introductory material

Scientific words are best taught to children between the ages of 3-6; not in a mechanical way but in conjunction with the objects concerned, their explorations, because vocabulary keeps pace with their experiences. Reading is the interpretation of an idea from the written signs. Phonetic reading comes after word building using Large Movable Alphabet. The child begins phonetic reading with : Pink boxes apply on 1st Level and Blue boxes for 2nd Level.

    Material containing and presentation:

    1. Each box contains 6 small objects and 6 written cards.

    Place the 6 objects in a row in front of the child and name it. Give the child one of the word cards and pronounce the name clearly. Ask the child say the sounds of the letters. After that, must ask the child say it faster and faster until they fuse to make a word. The word is placed under the appropriate object. Teacher continues to help until the child can understands the process and can manage alone.

    1. Each box containing 6 pictures mounted on pink cards with corresponding name written in cards.

    The child read the word on the card and matches them to the pictures.

    1. A number large pink cards with 6 pictures on each and space under each picture for their corresponding name cards. These name cards are kept in an envelope and pasted on to the back of the card.

    The child takes the word cards from the envelope and reads the words and places them under the appropriate pictures.

    1. Boxes labeled, “Silent Reading”, each containing squares of colored paper with three-letter phonetic words written on them. One word to a square. No objects or pictures can be found and are not nouns.

    The child open the box, then takes a slip of folded paper, open it and reads the word. Folded and places it in the lid of the box. Pick the new folded paper and continues in this way until all the words in the box have been read.

    1. Long list of three-letter phonetic words written on a long pink card.

    The child read the words in the pick card’s list.

5. Reading (Phonetic) – Book

The child will now be ready to read phrases and sentences. The words “the” and “a” will be taught as sight words. Except for these two words, all words in the sentences must be phonetic. At first, the sentences must be short, simple sentences where contains only one finite verb. All sentences must short, simple, written in correct English, euphonious, easy for the child to read.

The teacher shows each child how to use the book. The child will help himself and read as much as he likes. It is a small book with a picture on one page and the opposite page can be a phrase, then simple sentence, follows by longer sentences.

Phonetic Reading Books in order

    1. Phrase Booklets
    2. Short Sentence Booklets
    3. Long Sentence Booklets
    4. Action cards with separate matching sentence cards
    5. Short Story Book
    6. Long Story Book


6. Phonetic Reading, Grammar – Nouns

6.1 There are eight basic parts of speech and color-coded:

Noun Verb Adjective Adverb Preposition Conjunction Pronoun Interjection
Black Red Royal Blue Orange Green Mauve Pink Yellow
Name of a person, place, thing Describe a noun or a pronoun Describe an action To tell how an action occurs Shows the relationship (position) between one thing and another To join two words or clauses together Word use instead of a noun To expresses emotion and adds ‘color’ to the language.

((Please see comment at end of question))

6.2 Punctuation

Capital letters, full stops, comma, quotation marks, question mark, exclamation mark.

Activity 1

First Introduction

This is group game, to get the child, unconsciously, to understand the function and importance of a noun. Teacher asks several child take turn to bring her things. Eg.

“Lee, bring me a pen. Alice, bring me a book”.

“Bring me ……. ” Leave the noun, let the child guessing and bringing all sorts of things

“No, I did not want a cup, pencil” etc.

“You won’t know what I want unless I name it” Let the child aware the important of noun.

“Bring me a rod.” Teacher repeated this game as many times as the child like.

Activity 2

The Phonetic Farm

The child arranging the farm objects on a table. He reads the names written in white on the black cards and places it under each object. The child can play in-group or individually as many times as they want. After complete, kept all objects and black cards in a black box labeled “The Farm”.
Activity 3

Names for Classroom Objects

The child takes a black box labeled ‘Objects in the classroom’. The names are phonetic words such as desk, pen, mat, jug, inset, pot, etc. The child read the words on the black card and places them against the objects in the classroom.
Activity 4

The first rule for the formation of the Plural of Nouns

To get the child understand the meaning for ‘singular’ is one object. Plural is two or more of a thing. Add ‘s’ to the singular to form the plural. The teacher takes a black box labeled ‘Singular and Plural’.
  1. Teacher explains the meaning of Singular and Plural. Then ask the child places the heading card ‘singular’ on top of the table to his left. Heading card with ‘plural’ place on the top of the table to his right.
  2. The teacher will takes out the first name card and ask the child to read. E.g. Pig and show the child how to place this under ‘singular’ heading.
  3. The teacher ask the child find the object (pig) from the box and place next to the card (pig)
  4. Now the teacher called the child to find the plural card (pigs) and show him to place under ‘plural’ heading.
  5. The teacher pass the object box and let the child put two or more pigs beside the card written in (pigs)
  6. Ask the child to read ‘pig’ – ‘pigs’

7. Adjective Cards with Farm

    • The teacher asks the child lay out the objects from the farm box.
    • Put the heading card on top of the table from left, card with ‘Noun’, next card is ‘Adjective’.
    • The child reads the noun cards and place under each object.
    • Then the child reads the adjective cards and places it to the left of noun.
    • The child chooses the card print an ‘a’ and ‘the’. Then put on it to the left of the ‘Adjective’ card.
    • Please refer to illustrate as follow:

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8. Verb Cards with Actions

Purpose of this training are reading with comprehension, clarifying word and beginning drama. Do not use pictures for verbs, must use action. Example Sit, jump, drink, squat, bend, snuggle, hop, etc…

Presentation:

    1. A child take a card from the box, reads the word and act. Example. ‘sit’. The child goes to a chair or the floor and sits.
    2. One child picks one card from the box, do not read but only act it, then for other child to guess. Every child has the turn to act.
  1. Verb Cards with Phonetic Farm

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10. Phonograms

Main rules in English spelling. When ‘s’ and ‘h’ together, the phonogram ‘sh’ as in ‘ship’. There are 20-30 phonograms, refer to the listed in the booklet “Word Lists for Reading and Writing Scheme”. For example:

Ch is in chair, rich

Sh is in share, brush, fish

a_e is in safe, gate

ay is in day, gay

11. First Writing

  • The teacher takes one of the sandpaper letter and ask the child feel the letter several times.
  • The teacher writes the letter on a piece of paper. Give the pencil and invite the child write on the paper.
  • The teacher will show the child how to feel and write the letter.
  • Make sure the child writes the letter in the correct direction without lifting his pencil from start to finish. Pencil only lifts when putting a dot or a cross.

12. Writing

Spelling Children can only become good spellers by reading. The learn spelling by eye, the more they read at young age, the better they spell. The children who enjoy writing will spell better and better as he reads.
Punctuation Teacher can discuss punctuation with the children, but do not correct punctuation mistakes in their writing. Because children learned by eye through much reading.
Capital Letters Now can explain to the children the use of capital letters. Reading helps to make them use them correctly.
Books Children develop a taste for good literature at a young age, thus it is absolutely essential to give the best literature books.

13. Books in the classroom

Culture is the highest discipline that humanity has reached, we must give the children a rich language to educate them to the highest level. The definition of good book:

  • Illustrated with good and clear photographs.
  • Child interested with the books about animals, plants, cars, space, different countries, story and poetry.
  • Must be written in good grammatical English, correct punctuation and capital letters use at right places.
  • Best authors and artists
  • Good quality printing

Teacher needs to give a lesson on how to handle books with care, respect the authors and artists. The child must always sit at a table when reading and have a right way to turn the pages.

Your browser may not support display of this image. I read a book for Allyson, that time she is 3 ½. One day I back from work and find this little girl very concentrate in her writing. She trying to spell ‘dinosaurs’ and write it on a piece of paper without referring to the book. She entering Montessori school age of 3, I never ask her practice any writing at home but I did give her coloring pencil and a notepad. I am very astonish with her progress.

((Excellent answer. There is just a minor point in your chart of the parts of speech you said the adjective describes an action. This is not correct in English that is used in the United States. The adjective describes the noun. The Verb is the action of the sentence and you said it describes the noun. Please review this correction, as it might be a point in you future examination. But remember that you will have to conform to the language that is being used in your classroom and it may have different rules. This question is highly weighted towards students in the United States. I am impressed with your work and do not need to see your correction. Please send your next assignment, as I love to read your work. Thank you! Judilyn))