Fairy's Professional Library

22/04/2014

The Preposition
Materials

- Three or four objects such as flowers, pencils, a vase if you have flowers, a box if you use pencils.
- Grammar symbols
- Supply tray
- Prepared slips, each with a noun phrase for each flower/pencil joined with a conjunction and another with a noun phrase describing the vase/ box.
- Prepared cards for use with the farm, one set with noun phrase and a second with prepositions.

Presentation

Invite the children to come with you.
Go to the shelf and bring the material to the table.
Sit and have the children sit.
Give the first child the prepared label with the words: “the blue flower and the white flower and the red flower”.
Have him read it and then go and get the material.
Have him put each flower above the correct words.
Give the second child the prepared label with the words: “the glass vase”.
Have him read it and then go get the material.
Have him place that above the label.
Tell the third child that you do not have a prepared label for him but you will write one for him.
Write “in” in red and give it to the child.
Have him read it.
Put the words together in a line in that order “the blue flower and the white flower and the red flower” and further away “the glass vase”.
Between the two labels, put the written label “in”.
Have the children read the words.
Ask the children if the flowers are in the vase. Have them put the flowers in the vase.
Say that you will now write something else, for example “beside”.
Place this label where the ‘in’ label was and have the children read the words.
Have the children put the flowers beside the vase.
Repeat using other prepositions.
Have the children symbolize the phrase asking the usual questions.
For the preposition use the question: “What is the word that shows you the relationship between the words ?”
Introduce the new symbol for the preposition.
Have the children read the everything again.
Have the children put the material back in the box.
Introduce the prepared labels for the farm.
Work as above with these labels.
When you are done, have the children put the material back on the shelf.
Purpose

Direct

To bring the consciousness of the child to the function of the preposition.

Control of Error

The directress

Age

5 years onwards

22/04/2014

22/04/2014

The Conjunction
Materials

- Three or four articles having the same relationship with an
another, e.g. different colored flowers or pencils in an appropriate container.
- A piece of ribbon
- Grammar symbols
- Supply tray
- Prepared cards for use with the flowers and farm one set of noun phrases for the objects in the farm and a second set with the conjunction “and” printed on them.

Presentation: The Flowers
Materials

- Flowers or pencils
- Ribbon
- Supply tray
- Symbol tray

Presentation
Show the children all of the material and bring it to the table. (Except for the bouquet of flowers)
Write an article, adjective, and a noun, such as “the red flower”.
Give the slip to the child to read and then have the child go and get the correct object.
Have the child place (in this example) the red flower above the slip of paper and reread the slip of paper.
Repeat so each child has a chance to go and get an object.
Ask for each flower in turn by using the words used on the slip of paper.
Tie the flowers together with the ribbon.
Have the children read all of the slips.
Tell the children, “all of the flowers are joined together but all of the words are not joined together”.
Write the word “and” on a slip of paper using the RED pencil and have the children read it out loud.
Place it between two slips of paper saying “the ------ flower” but say that you need one more joining slip of paper.
Write “and” in RED and place it between the last two slips of paper reading “the ------ flower”
Then read all of the slips together: “the red flower and the blue flower and the pink flower”
Tell the children that the flowers are all connected and all of the words are connected.
Have the children place the correct symbols for the adjective and noun above the adjective and noun written on their slip of paper. Also add symbols for the articles.
Introduce the symbol (the small pink rectangle) that shows us the joining word.
Then have the children read everything to see if it makes sense.
(Photo shows the phrases and conjunctions put together using the prepared labels.)

The directress can then change all of the noun phrases and place them in a different order.
Have the children read everything again to show them that it still makes sense.
Repeat the changing of the order of the noun phrase to again prove this point.
Have the children replace all of the material in turn.
Exerice 1

Introduce the prepared tickets. The children work as in the presentation. They are able to then work alone with the prepared tickets.

Exerice 2

The child can make a booklet or a list.

Presentation 2: The Farm Animals

Materials

- The farm
- Ribbon
- Supply tray
- Symbol tray

Presentation

Using the prepared tickets and the farm, repeat as in Presentation 1.
Exerice 1

The child can work alone with the prepared tickets.

Exerice 2

The child can make a booklet or a list.

Purpose

Direct

To bring the consciousness of the child the function of the conjunction.

Control of Error

The directress
Age

5 years onwards

22/04/2014

Detective Adjective Game
Materials

- Sixty-three triangles composed of the seven different types.
Each type in three different sizes (small, medium, large) and in three different colors (red, blue, yellow). (Angles-right, acute, obtuse; Sides-equilateral, isosceles, scalene).

Presentation

Show the child the material and tell him we will be playing the detective game.
With help from the child, spread out all of the triangles.
On a slip of paper, write “the triangle”.
Place “the triangle” at the bottom of the table and have him read it.
Have the child choose a triangle and have him place it above the slips of paper. Affirm that it is a nice triangle but isn’t the one you were thinking of.
Tell the child that you need to give him more information.
Choose a size he did not pick and on another slip of paper write a size. Place this in front of “the triangle” and have the child see that “small the triangle” doesn’t make sense. Have the child decide where it should go. He then cuts the “the” from the “triangle” and has it read, “the small triangle”.
Have the child read it: “the small triangle”
Ask the child if the triangle chosen is small.
Have him place a small triangle above the slips of paper and confirm that it is a small triangle.
Remove all of the triangles that are not small and put them in the box.
Then tell the child that this is still not the triangle you were thinking of and that you need to give him more information.
Write on another slip of paper “red” and place it in the correct order with the other slips.
Have the child read it “the small red triangle”.
Remove all of the triangles that are not small from the table and replace them in the box. Have the child place a small red triangle above the slips of paper.
Then tell the child that this is still not the triangle you were thinking of and that you need to give him more information.
Write “ acute-angle” and place it with the others slips.
Have the child read: “the small red acute-angle triangle”.
Have the child place an acute-angled triangle above the slips of paper and remove all those which are not acute- angled.
Tell the child that you need to give him even more information.
Write on a slip of paper “ scalene” and place it with the other slips of paper.
Have the child read it: “the small red acute-angle scalene triangle”.
Have the child place the correct triangle above the slips of paper and remove the triangle that does not belong.
Bring the child’s attention to how there is only one triangle left and how this might be the correct triangle.
Have the child read the phrase once again to check.
“What a good detective you have been!”
Then have the child choose the correct symbols to place above each word.
Purpose

Direct

To show the child the detective power of the adjective, with the help of the adjective it is possible to single out one from a large group.

Control of Error

The directress

Age

5 years onwards

22/04/2014

Logical Adjective Game
Materials

- A container marked with the adjective symbol in which are two sets of cards of twelve to fourteen each. One set has black cards on which a noun has been printed in white ink. The other set has blue cards on which an adjective has been printed in white ink. Each noun must have at least one adjective, which makes sense with it, e.g. blue sky, hard rock, soft pillow, hot water, etc.

Presentation 1

Have the child take out each card and read it out loud Then have the child place them in columns.
Explain any word the child does not know.
Place the stack of blue cards in front of the child.
Have the child read these out loud and place one to the left of each of the black cards.
Explain any words the child does not know.
Go through and read each pair.
Listen with the child to see if the two words put together go together and make sense. If the child strongly believes that the two words go together but you don’t agree, have the child defend his thinking by asking him where he would see it or what that would look like.
If the adjective and noun do not make sense together, such as “ugly water” or “clear cat” pull the adjective out of the column and place them in a stack.
Once the child has gone through all of the cards, pick up the stack of non-matching adjectives and in a sort of game, have the child replace these cards with a noun so it makes sense.
Once done, ask the child which color cards tell us what something is. (The black cards)
Have the child place the large black triangle on top of each column of black cards.
Then ask the child which cards tell us “what kind” it is. (The blue cards)
Then have the child place the dark blue triangle at the top of each column of blue cards.
Then replace the symbols back and collect the cards by color.
Exerice

The child can work alone as shown in the presentation.

Presentation 2

Place the two stacks of cards in a line to the left of the table.
Have the child choose the top black card at the top of the table.
Then have the child pick up the blue cards and place the top one to the left of the black card.
Have the child read the two cards.
If it sounds right, move the black card down one line and place the next blue card from the stack to its left.
See if this blue card pt together with the black card also makes sense.
If the card does not make sense, place the blue card off to the left of the table.
Keep going in this way until the child has gone through all of the blue cards.
Bring the child’s attention to how many of the blue cards can tell us something about the black card.
Then collect all of the blue cards and place the black card off to the side.
Repeat in this way for all of the black cards.
Exerice 1

The child can work alone as shown in the presentation.

Exerice 2

The child can make a booklet through transcription. Each page would have one noun and all of the adjectives that go with it.



Purpose

Direct

To help the child see the logical agreement between noun and adjective.

Control of Error

The directress

Age

5 years onwards

22/04/2014

The Adjective
Questions to ask for the Adjective:
Does this sound right?
Is this the way we talk?
Does this make sense?

Materials

- The farm
- Grammar symbols
- Supply tray
- Prepared cards for independent work, including adjectives and nouns for items in the farm

Note

This can be done with one child or in a small group.

Presentation 1: Positioning of the words

Materials

- The farm
- Supply tray
- Symbol tray
Presentation

Familiarize the children with the farm.
Bring the children’s attention to the characteristics about each animal by using as many descriptive words as possible.
Show the children where you get the symbol tray.
Have a seat with the children at a round table.
Write the name of an animal from the farm on a slip of paper. (Write an animal for which there is more than one, for example: “The Horse”.)
Have a child read the slip and then go and get the animal.
Talk about how nice that horse is.
But tell the child that it wasn’t the one you were thinking of because you didn’t give him enough information.
Write on another slip, “black” and have the child go and get the black horse.
Talk about how yes, that is the horse you were thinking of.
Then place the slip “black” in front of the slip “the horse”.
Have the child read it out loud: “black the horse”.
Bring to the child’s attention that “black the horse” doesn’t sound right.
Switch the slips so it reads “the horse black” and have the child read it out loud.
Bring to the child’s attention that this also doesn’t sound right.
Then show the child how we have to cut the “the” from the “horse” and then place these three slips of paper together to read “the black horse”.
Bring attention to how that sounds correct.
Introduce the symbols and tell the children that they will be used to mark the words.
Introduce the child to the noun symbol and tell him that we use this to show the word that told us “what he got” (the horse/noun) and place it above the noun in the phrase.
Take out the small dark blue triangle and tell the child that this shows us “which one” to get (sturdy) and place it above the adjective.
Take out the small light blue triangle and tell the child that this shows us that “there is only one” (the) and place it above the article.
Then have all of the children read the phrase.
Repeat for other animals allowing the children to cut the “the” away from the noun and place the three slips in the correct order.

Presentation 2: Prepared Tickets

Materials

- The farm
- The symbol tray
- The prepared tickets
Presentation

Have the child read the phrase written on the prepared ticket and then go and get that one animal.
Have the child use the symbols to show the noun, article, and adjective.
Stay with the children until they each understand the procedure.
The children go through the whole set with you or without you if they understand the procedure.
Once done, the children put away the material.
Exerice 1

The children can work alone with the prepared tickets.

Exerice 2

The children can make booklets or list of words.

Purpose

Direct

To make the child aware of the individual words in reading and particularly the function and position of the adjective.

Control of Error

None in the material but the directress is available if needed and the children help each other.
Age

4 1/2 - 5 years onwards