mondisorri

7/28/2019 mondisorri

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GETTING TO KNOW ARTICLES

Materials Required : Classroom objects(avoid words starting with vowel) ,

blank slips, light blue colour pencil, grammar symbol for

article, grammar symbol box ,language art journals and

pencils.

Invitation: Shall we learn something interesting about words today?

Preparation: Adult ask the child to take a basket of classroom objects

which include one of some items and more than one of other

items and assemble near the presentation area .

Presentation:

Adult: Can you take me ‘a’ pencil (stress ‘a’) from the tray and place it on the mat?

Child: Does.

(Adult writes ‘pencil’ in a slip and asks the child to place it near the pencil. Adult

again writes the article ‘a’ with the blue pencil and ask the child to place it beside

the pencil slip .)

Adult ask to another child.

Adult : Can you take me ‘the’ scissors(stress the) from the tray ?

Child: Does.

(Adult write scissors in a slip and ask the child to place it near the scissors. Then

writes the article ‘the’ with the blue pencil and ask the child to place it beside the

scissors slip .)



Adult :Can you take me ‘a’ bowl (stress’the’) from the tray?

Child: Does.

(Adult writes bowl in a slip and ask the child to place it near the bowl . Then

writes the article ‘a’ with the blue pencil and ask the child to place it beside the

bowl slip .)

Adult ask yet another child.

Adult : Can you take me ‘the’ button from the tray ?

Child : Does.

(Adult writes button in a slip and ask the child to place it near the button . Then

writes

the article ‘the’ with the blue pencil and ask the child to place it beside the button

slip .)

Adult : Can you read the whole thing once again ?

Child : Reads.

Adult : See, in some words I have used ‘a’ and in some I have used ‘the’. Here ‘a’

and ‘the’ are called articles. Articles always comes before a noun

Adult : Which objects are more than one ?

Child : Pencil, Bowl…

Adult :I have used the article ‘a’ before pencil and bowl because we have many

Pencils and bowls. So if we have more than one object we can use the article ‘a’.

Adult : Which all objects are one in number ?

Child : Button , Scissors…

Adult : I have used the article ‘the’ before the noun ‘button’ and ‘scissors’ because

we have only one button and scissors. If we don’t have a choice for objects we use



the article ‘the’. So ‘the’ can be used for singular nouns and ‘a’ can be used for

both plural and singular nouns.

Adult then shows and explains the symbols for articles and says for our

convenience we use the smallest light blue symbol for articles.

Winding Up: Adult ask the child to repeat the activity and note down in their

journals.

Follow Up: Find out more things from other environment and match them with

correct articles.

***************************************



IDENTIFYING ARTICLES IN SMALL

ENVIRONMENT

Materials Required: Farm objects (pictures),Corresponding nouns mounted on

black paper, Corresponding articles mounted on blue paper.

Invitation: Shall we practice more with articles by doing an interesting

activity with farm objects .

Preparation: Adult ask the children to carry the material to the presentation

area and assemble there.

Presentation:

Adult : Can you arrange the farm objects(pictures)on the mat?

Child : Does.

(Adult gives the corresponding noun card to the child and asks)

Adult : Can you read it and match it with the corresponding farm object?

Child ; Does.

(Repeat this until all students have had a chance to place a noun card next to the

corresponding objects. Here adult can review with the students the difference

between ‘a’ and ‘the’ if necessary.)

Adult gives the article card to one child and ask.

Adult : Can you read the article card and place it before the noun card?

Child : Does.

Adult : Can you put back the farm objects(pictures) and arrange both the nouns and



articles?

Child : Does.

Adult : Now can you place the grammar symbols for both ,articles and nouns and

Child : Does.

the

a

the

a

the

the

tractor

horse

cow

shee

farmer

donkey



Winding Up: Record all the articles and noun pairs in their journals and draw the

corresponding symbols above each other.

Follow Up : List out the things in your favorite place (eg:park, bedroom etc)and

label it using articles.

*************************************

UNDERSTANDING THE DIFFERENCE

BETWEEN

‘A’ AND ‘AN’

Materials Required : 10 Noun cards starting with vowels, 10 Noun cards

starting with consonants , Articles ‘a’ and ‘an’.

Invitation : Shall we do an interesting activity with alphabets.

Preparation : Adult ask a few children to assemble at the

presentation area.

Presentation:

(Adult gives the noun card to one child and ask.)



Adult : Which is the first word ?

Child: Plate.

Adult : What is the first letter?

Child : ‘P’

Adult : Is it a vowel or a consonant?

Child : Consonant.

Adult : If the noun is starting with a consonant we will use ‘a’ as the article before

that

word.(Adult places the article card ’a’ before the word ‘plate’.)

Adult gives another noun card to another child.

Adult : Which is the next word ?

Child : Astronaut

Adult : Which is the first letter?

Child : ‘A’

Adult : Is it a vowel or a consonant?

Child : Vowel.

Adult : If the noun is starting with a vowel we will use ‘an’ as the article before

that word?(Adult places the article card ‘an’ before the word ‘Astronaut’.)

(The same activity is repeated with few other words starting with consonants and

vowels.)

Adult : Can you read the whole thing once again?

Child : Reads.

(Adult places the header cards ‘Article’ and ‘Nouns’ above the corresponding

words.)



a

an

a

an

a

an

plate

astronaut

crocodile

ele hant

balloon

aero plane

Articles Nouns



WindingUp : Adult gives a few more noun cards and ask them to place the

correct articles before the nouns.

Follow Up : Find more nouns from other environment and match them with

correct articles.

**************************************



IDENTIFYING THE DEFINITE ARTICLE AND

NOUNS

Materials Required : Grammar box-2,Filler Box-2D, Slips where phrases are

mounted on black.

Invitation : Children do you remember we have already learnt about articles

and nouns. So today shall we learn more about it?

Preparation: Adult calls a group of children to the presentation area.

Presentation :

Adult introduces the grammar box, the sentence compartment and the word

compartment.

Adult : ( points to grammar box) It has two compartments. One is for keeping

articles and one is for nouns. There is a long compartment .It is for keeping the

phrase.

Phrase

Noun

article

(Adult then shuffles and takes one phrase card from the filler box and gives it to

the child.)

Adult : Can you read the phrase card?

Child : ‘ a pen’

(Adult places the phrase card in the first compartment of the grammar box 2 and

gives the split up cards to the child and say.)

Adult : Please read it and place the article cards into the article compartment and



noun cards into the noun compartment of grammar box 2.)

Child : Does.

Adult : Please place the phrase cards and split up cards on the mat.

Child : Does.

(Adult gives another phrase card to a different child and ask.)

Adult :Please read and place it in the first compartment.

Child : ‘an apple’

(Child places the phrase card in the first compartment)

Adult gives the split up cards and ask.

Adult : Please read and place it.

Child: Does.

(Adult gives yet another phrase card to another child and ask)

Adult : Please read and place it.

Child :’The beautiful peacock’.

(Child places the phrase card in the compartment. Adult gives the split up cardsand

ask.)

Adult : Please read it.

Child : Does.

Adult : Take away the adjective from the split up cards and place it in the

appropriate compartment.

Child : Does.

(Likewise the child repeats with other words.)

(Adult then shows the grammar symbols for the article and noun and explains.)



Adult : ‘The’ is known as the definite article because it is used before a particular

noun.Always ‘the’ comes before a particular noun whereas ‘ a’ and ‘an’ comes

before any noun.So ‘a’ and ‘an’ are indefinite articles. ‘the’ is used with all words

whether they begin with a vowel or consonant.

Adult ask the children to keep the symbol for noun and article.

Adult : See ‘the’ and ‘an’ are articles .’The ‘is called the definite article because itis used

before a particular noun, whereas ‘a’ and ‘an’ can be used before any nouns .So

they

are known as indefinite articles.)

Winding Up : Adult gives some more phrase cards and ask them to work

independently on it.

Follow Up : Find out more phrases from their environment and record it in

their Journal . Draw the appropriate grammar symbols above

Article Noun

a

an

the

pen

peacock

apple



each word.

***************************************

GETTING TO KNOW PRONOUNS



Materials Required: Two Long Sentences cards ,Purple colour pencils,

Blank paper ,Box of grammar symbols for Pronouns,

Language journals.

Invitation : “ Today shall we know about another important part of

speech ?”

Preparation: Adult calls a group of children (5-6) and take them to

the place of display and introduces the material .Ask

one of them to bring the material to the presentation

area along with a mat. Adult then ask them to sit in a

semicircle.

Presentation:

(Adult copies down one of the long sentences in a piece of blank paper .)

Adult : Can you read this sentence ?

Child : Does .

Adult : Do you find any mistake in this sentence ?

Child : The word Raju is getting repeated everywhere .

Adult : So what can we do to avoid this repetition ?

Child : May or may not say.

Adult : We can replace the word ‘Raju’ with another word, say ‘He ’except in the

first sentence.

Adult : Can you read the sentence once again?

Child : Does



Adult : Can you find any other mistake ?

Child : The word ‘book’ is also getting repeated in the sentence.

Adult : So we can replace the word ‘ book’ with another word ‘It’. Now I am

striking the word Raju’ and ‘book’ with Purple colour pencil .We can write

‘He’ on the top of the word Raju and ‘It’ on the top of the word ‘book’.Now

these words such as ‘He’ and ‘It’ which we use instead of a noun to avoid

repetition is known as a pronoun.

(After this adult gives the second long sentence card and ask the child to strike the

repeated nouns and write the corresponding pronouns )

Winding Up :

(Adult introduces the grammar symbol for pronoun –‘a long purple colour

pyramid’.)

Adult : This is the symbol used to represent pronoun . Since pronoun is also a part

of the noun , it is also having a pyramid shape .But as it is a different part

of speech it has got a different colour.

(Ask them to copy the sentence in their journal and draw the corresponding

symbols.)

Follow Up :

Write some sentences which contains pronouns .

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IDENTIFYING SINGULAR POSSESSIVES



Materials Required: Header cards that reads Singular Possessives Pencil

and Pen, Red colouring pencil , Blank slips of white

paper , Apostrophes from the printed alphabets, Slips

of paper with the letter ‘s’ written on it ,Scissors, and

Language art journals and Pencils.

Invitation : “ You have already learnt about apostrophe .Today

shall we know another use of apostrophe ?”


the shelf where the materials are kept. Ask them to

bring the materials to the presentation area along with

a mat, their language journals and pencil .

Presentation :

(Adult keeps a pen on the mat.)

Adult : Whose pen is this?

Child : (May say ) teacher’s pen.

(Adult writes ‘the pen’ in a slip of paper and ‘the teacher’ in another slip of paper

and places it on the mat.)

Adult : Who is the owner of the pen ?

Child : Teacher

Adult : So the teacher is possessing the pen.

the pen the



(In between the adult cuts ‘pen’and ‘teacher’ from each slips and places it on the

mat.)

Adult takes two slips and writes and using red colour pencil and

then places the slip in between teacher and pen .

Adult : The pen belongs to the teacher .So we need an apostrophe between

‘teacher’ and ‘s’.

(Adult takes the slip of apostrophe and place it .)

Adult : We are using the apostrophe to show the possession. Here the pen

belongs to the teacher . So we are using an apostrophe after the word

teacher.

Adult invites a child to read the phrase .

Child : Teacher’s pen

(Adult places the header card Singular Possessives above the slips .)

teacher pen

’ s

s

teacher s en

teacher s en’

teacher s en’

Singular Possessives



Here the pen belongs to the singular word teacher .So we have to show the

possession after the teacher (teacher’s).

Winding Up :

Give some more sentences and ask them to make it into singular

possessives .

Follow Up :

Write some sentences having possessives and make them into singular

possessives .

*****************************



LOGICAL MATCHING OF SINGULAR

POSSESSIVES

Materials Required: Header cards that reads Singular Possessives,

Prepared labels each with a phrase that belongs to

singular nouns . Prepared labels to correspond with

those in the previous set, each with a phrase

containing a singular possessives ,Language art

journals and Pencils.

Invitation : “ Today shall we know more about the singular

possessives ?”

Preparation: Adult calls a group of children (5-6) and introduces the

material and ask them to carry it to the presentation

area .

Presentation :

(Adult distributes the labels containing the phrases that indicate something that

belongs to singular noun)

Adult : Can you read it and place it on the mat?

Child : Reads and places the phrases one by one

the cat of Kate

the fur of the dog

the hat of the man



(Adult shuffles and distributes the possessive equivalents . )

Adult : Can you read it and place it to the right of the corresponding labels on the

mat.

(Child does until all the labels are read and matched.)

Adult gives the header card reading singular possessives to the child and says.

Adult : Can you read and place it on the top of the corresponding labels.

Child : Does.

Winding Up :

Adult ask them to write singular possessives in their journal.

Follow Up :

Find out more singular possessives.

***********************************

the cat of Kate

the fur of the dog

the hat of the man

Kate’s cat

the dog’s fur

the man’s hat



IDENTIFYING PLURAL POSSESSIVES

Materials Required: Header cards that reads Plural Possessives, Cylinder

from the geometric solids, Red Colour Pencil, Slips

of white paper, Apostrophe labels from the printed

alphabet ,Language journals and Pencils.

Invitation : “ Today shall we learn about plural possessives.”


the shelf where the materials are kept. Ask them to

bring the materials to the presentation area along with

a mat, their language journals and pencil .

Presentation :

(Adult places the cylinder on the mat and asks.)

Adult : What is this ?

Child : It is a cylinder.

(Adult writes ‘the cylinder’ in a blank slip of paper and places it on the mat.)

Adult : Whose cylinder is this ?

Child : “Teacher’s cylinder.”

Adult : The possession of one person or one thing is known as singular

possessive. For example: The teacher’s cylinder.

The



(Adult writes ‘of the students’ on a blank slip of paper .Places this label to the right

of the first label , so that the words read ‘the cylinder of the students’)

Adult : Can you read it ?

Child : “the cylinder of the students .”

Adult : It is not a singular one. It is a plural possession .Plural means more than

one .If it is a plural possession , we place apostrophe only after s. Therefore

possessive form of above sentence should look like this.

(Adult takes the slip of apostrophe and place it after students.)

Adult : Since the cylinder belongs to more than one student , we use the plural

possessive form .

Adult places another phrase and ask the child to read.

Child : birds’ nest

Adult then places the header card at the top of the mat.

the cylinder of the

the cylinde’

Plural Possessives

Plural Possessives

the ’ cylinde

nestthe ’



Winding Up :

Write the plural possessives of the following sentences.

a) the cawing of the crows.

b) the bat of the boys

Follow Up :

Write five examples of the plural possessives .

***********************



LOGICAL MATCHING OF PLURAL POSSESSIVES

Materials Required: Header cards that reads Plural Possessives,

Prepared labels each with a phrase that belongs to

a plural nouns , Prepared labels to correspond with

those in the previous set, each with a phrase

containing a plural possessive ,language art

journals and Pencils.

Invitation : “ Today shall we know more about the plural

possessives ?”

Preparation: Adult calls a group of children (5-6) and introduces the

material and ask them to carry it to the presentation

area .

Presentation :

(Adult distributes the labels containing the phrases that indicate something that

belongs to plural noun)

Adult : Can you read it and place it on the mat?

Child : Reads and places the phrases one by one on the mat.

(Adult shuffle and distributes the possessive equivalents .)

the school of the students

Katethe barn of the animals

the stall of the cows



Adult : Can you read it and place it to the right of the corresponding labels on the

mat.

(Child does until all the labels are read and matched.)

Adult gives the header card reading Plural Possessive to the child and say

Adult : Can you read and place it on the top of the corresponding labels.

Child : Does.

Winding Up :

Adult ask them to write the plural possessives in their journal.

Follow Up :

Find out more plural possessives.

*********************************

the school of the students

Kate

the barn of the animals

the stall of the cows

the students’ school

schoo

the animals’ barn

the cows’ stall



GETTING TO KNOW VERBS

Materials Required: Grammar solids , symbols for nouns and verbs ,the

black pyramid and the red sphere ,box of grammar

symbols , some classroom objects, red colour pencil

language art journals and Pencils.

Invitation : “ Today shall we learn a new part of speech?’’

Preparation: Adult calls a group of children (5-6) and takes them to

the place where the materials are kept and introduces

the material and ask them to carry it to the presentation

area along with the mat .

Presentation :

Adult : Can you please bring four or five classroom objects and place it on the

mat?

Child : Does.

(Adult writes the names of objects and distributes the slips among children. After

that adult points to each object and ask them .)

Adult : Can you say what is this?(asks one by one)

Child : Says lamp , pen , pencil ,etc .

( Adult ask the children to read the slips and place it below the appropriate

objects.)

Child : Does.



(Adult writes some words using red pencil (action words) in the slips and gives it

to a child and asks.)

Adult : Can you read it and show the action?

Child : Does.

Adult : Can you place the slips on the right side of the mat?

Child : Does

Adult : Can you show me the pencil ?

Child : Points to the object and shows.

Adult : Can you show me jump and run ?

Child : No.

Adult : See children ,some words we can show and some we can’t show .There

are some words we can’t see, touch but can only show action .All action

word are called Verbs .Have you seen Sun?

Child : Yes.

Adult : What is the colour of the sun? What is its shape?

Child : Its red in colour and round in shape.

Adult : Sun is always performing ie, giving us heat and light .It is also very hot

and red in colour .

Adult then points to the grammar symbol of verb-a red sphere to the children and

Says

Adult : This is the grammar symbol of Verb. Do you know what is the importance

of Sun ?

Child : Without sun we cannot live because it gives us heat and light.



Adult : In the same way verb or action words give life and movement to

nouns. That is why the Verb is represented with a red sphere .

Adult points to the noun symbol (black symbol (black pyramid) and ask the

children

Adult : Will it move very fast?

Child : No

Adult points to the verb symbol red sphere and ask

Adult : Does it move very fast ?

Child : Yes.

Adult : Verbs always shows actions, but nouns are always constant.

Adult then ask the children to place the grammar symbols of noun on the noun card

and verb symbols (red circle ) on the action words.

Child : Does .

Winding Up :

Adult ask the children to copy it in their language journals and ask

them to draw the appropriate symbols on the top of the words.

Follow Up :

Take some other objects from their environment and repeat the

activity.

*********************************



OTHERS PRESENTATIONS



IDENTIFYING STATEMENT, QUESTIONS

AND EXCLAMATION

Material Required:- header cards reading -These are questions, These are

exclamations, These are statements.9 sentence card.[3

for each type]

Invitation Shall we learn about various type of sentences.

Preparation: Call a group of children, tell them to sit in a semicircle

adult brings material to work area.

Presentation:

Adult: - Distributes the heading “These are questions”. and ask them to read

and keep it on the mat.

Child:- Reads

Adult:- What type of punctuation mark should be used at the end of

questions?

Child:- Question mark.

Adult:- Distribute the heading “These are Exclamations”. and read the

heading and keep it on the mat.

Child:- Reads

Adult:- What types of punctuation mark should be used at the end of an

exclamation?

Child:- Exclamation mark.

Adult:- Distribute the heading “These are the statements” reads and keep it

on the mat.



Child:- Reads

Adult:- What types of punctuation mark is used at the end?

Child:- Period mark.

Adult :These are questions These are Exclamations These are statements

Adult:- Distribute 12 Sentence Card together and tell them to read and

places it under the correct header cards.

Child:- Keeps correct header cards and puts proper punctuation mark at the

end.

These are questions These are Exclamation These are Statements

Do you have a pet? How beautiful! the girls is. A triangle has 3 sides.

Can you see the moon? Fantastic! Earth is planet. It is a big school.

What is your name? Wonderful! Sky is blue. She is very happy.

Winding up:

Give another sentence cards and match it properly.

Follow up.

Make a booklet on different types of sentences.

Xxxxxxxxxxxxxxxxxxxxxxxxxxx



Working with Apostrophes and

Contraction

Material Required:- Blank slips of paper, scissors, slips of apostrophes with

red color ,2 head card ,introduction to the apostrophe,

contraction.

Invitation: Shall we learn more about a new type of punctuation mark.

Preparation: Adult brings the material to the work area and calls a group of

children to the presentation area.

Presentation:

Adult:- Using a pencil, write “do” on a paper slips and “not” an another slip.

Keep both slips of paper on the mat and tell the children to read.

Child:- Reads.

Adult:- Using the scissors cuts the ‘o’ from the word ‘not’ and keeps the

remaining letters together .In which notice is the letter ‘o’ united.

Child:- Shows Adult insert the red apostrophes in the space where the ‘o’

was

Adult:- Point to the apostrophe and explain that the mark that replaces the

letter ‘o’ is called an apostrophe. Apostrophe is used to form a

contraction. The way of shortening word lay quitting some letters

and replacing quitted letters with apostrophe called contraction.

Adult give some words and write it with apostrophe.



Eg :- doesnot doesn’t

Wasnot wasn’t

Werenot weren’t

Adult:- Adult places the header card contractions on the mat.

Winding up:

Tell them to write some sentences using contractions.

Follow up:

Write some sentences using apostrophes.



Matching Verbs and Adverbs logically

Material Required:- 10 verbs mounted on red paper, ten adverbs mounted on

orange paper, language, pencil.

Invitation:- Today shall we match verbs and adverbs.

Preparation:- Adult ask the children to bring the material to the place of

presentation along with a mat.

Presentation:

Adult:- Adult distribute verb and adverbs cards and ask them to match with

Qut looking the slip.

Child:- Does.

Adult:- Take one verb and adverb.

Speak neatly

Adult:- Doesn’t give meaning? Does it give any meaning?

Child:- No

Adult:- Take another verb and adverb.

Sleep loudly

Adult:- Doesn’t give meaning?

Child:- No

Adult:- So all the adverbs can’t match with verbs. Ask them to read and

match logically.

Child:- Does



Adult:- Can you read the phrases aloud?

Child:- Does

Winding up:

Adult places Adverb cards up side down and ask them to match adverbs

for the verbs and read it.

Follow up:

Find out phases having adverbs and verbs.

**********************************



RANDOMLY COMBINING NOUNS AND

ADJECTIVES

Materials Required:- 10 nouns mounted on to lack paper 10 adjectives

mounted dark blue paper, writing material, grammar

symbol box containing noun and adjective symbols.

Invitation:- “Shall we match nouns and adjective today”?

Preparation: Call a group of 4-5, introduce the materials and ask them

to carry it to the area of presentation.

Presentation:

Adult distribute the noun cards.

Adult:- Please read and place it.

Child:- Reads and places.

Adult:- Distributes the adjective cards.

Adult:- Place them randomly on the mat against the noun cards.

Child:- Does.

Adult :- Now can you read the phrases aloud and change all the cards that

you find silly and not meaningful.

Child:- Reads and place it properly.

Adult:- “See you have first placed it randomly and then changed them. So

all adjectives and nouns does not make sense together”.

Winding up:



Record the adjective-noun pairs and draw the grammar symbols in note.

Follow up:-

List 5 examples of adjective- noun pair.

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