Multi-sensory methods based on Montessori pedagogy used in Adult Education ESL literacy classes can help adult refugees and immigrants with low education levels build English literacy and numeracy skills. This is a .pdf version of a Mac Keynote presentation given at Illinois TESOL & Bilingual Education (ITBE) Annual Convention 2014.
Physical Geography of Europe including the basics of mountanious regions, flat regions, coasts (gulfs, peninsulas, islands), main rivers and climates of Europe.
Let your students learn their first foreign language by the same Montessori approach that they use for the rest of their education. You can learn in the same way.
Physical Geography of Europe including the basics of mountanious regions, flat regions, coasts (gulfs, peninsulas, islands), main rivers and climates of Europe.
Let your students learn their first foreign language by the same Montessori approach that they use for the rest of their education. You can learn in the same way.
Sensory Considerations When Teaching and Setting Up the ClassroomDiana Richardson
Children with autism often have difficulty organizing sensory input. Responses to sensory input can range from an overload sensory response (hypersensitive) to an underload sensory response (hyposensitive). These responses occur as a result of the child experiencing difficulty trying to interpret their environment. Because children with autism have difficulty processing sensory stimuli, hyposenstivity or hypersentivity of sensory input can cause stress, anxiety, and confusion.
Types of sensory input to be aware of in the classroom- auditory, visual, tactile, smell, taste and movement
It is especially important to be aware of possible sensitivies in the classroom environment as difficulty organizing sensory input can markedly decrease a child’s ability to sustain focused attention.
Los 10 principios del pacto mundial de naciones unidas.José María
El Pacto Mundial de Naciones Unidas constituye la mayor iniciativa de responsabilidad social de las empresas, a través de prácticas empresariales responsables y sostenibles.
Please watch this brief educational slideshow to learn why Multisensory Learning is important. Couple this information with a great exhibit (www.bodyadventure.org) designed to teach kids about healthy eating and obesity and you can create a teaching/learning environment that works.
12 Habits of the Effective 21st Century TeacherVicki Davis
Twelve habits of effective 21st century teachers based upon research and practical classroom experience. You the teacher are the most important resource in your classroom. Understand how to encourage and motivate yourself to excellence as you work to help students experience the world class 21st century education they need to succeed.
Creative writing, like any other writing skill, takes time and pra.docxwillcoxjanay
Creative writing, like any other writing skill, takes time and practice to improve. I believe using creative writing to teach grammar benefits both teacher and student. The teacher must engage with prompts to write a unique story or exercise to highlight a certain topic. The students get to see the importance of grammar from a more lighthearted but equally important perspective.
At the end of the chapter on modals, Larsen-Freeman and Celce-Murcia give two ideas (suggestions number five and six) that use creative writing to practice the correct use of modals (2016, p.154). The first is to use modals to solve a mystery. The students are given a police report that tells the story of a crime. As the teacher, this is where I can have some fun. I can create a report that tells of a robbery from a local bank where the only two witnesses were leaders/teachers from the school. I can put details from the town and leave clues that point to someone at the school. The students will then be broken into teams, and they will have a set amount of time to come up with five questions that ask questions using ability, tendency, probability, or negation modals. The teams will get a set amount of time to interrogate the witnesses. The team will then compile their notes, and give three to five statements that give advice or request next steps from the police officer on the case.
Another way to teach modals would be to instruct students to write a “Dear Abby” column. The day before this lesson, I could have my students write down common problems they feel like peers their own age face. I will review their suggestions, and then choose three to five of the most common or compelling struggles. At the beginning of class the next day, the students will be given those three to five dilemmas. The problems could be situations like:
·
I never have enough time to get my homework down after practice.
·
I am having trouble making friends. I am new.
·
My big brother/sister never wants me around.
I will ask them to write a small paragraph for each problem using modals correctly. Then, towards the end of class, the students will get into small groups and read their different answers before turning the assignment in to me.
As the teacher, this will not only take creativity but a significant amount of coordination and communication. All of the leaders/teachers involved in the pretend crime case would need to give their consent to participate. However, I believe the students would enjoy and remember these creative activities.
Reference
Larsen-Freeman, D. & Celce-Murcia, M. (2016). The grammar book. National Geographic
Learning
One of the teaching suggestions at the end of chapter 7 suggests for ELL students, is to play the the game of Concentration. In this game students will learn the irregular past tense and past participle forms. The game is played first by, "each group of four or five students will need a set of 30 cards. On 15 of them, write the base form of .
Clerici catering for MI VAK and other students of EFLCarolaClerici
This article relies on Howard Gardner’s theory of multiple intelligences. Gardner stated that intelligence is not a singular phenomenon but rather a collection of seven distinct intelligences within every individual: linguistic, logical-mathematical, spatial, bodily kinaesthetic, interpersonal, intrapersonal and musical (Gardner, 1983). Besides, Visual/Auditory/Kinaesthetic model for learning preferences complements the understanding of Garner’s theory. NLP presuppositions are found along this work, as well.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Competency-Based
Curriculum, Assessment,
& Instruction
Life skills necessary for
individuals to be functionally
competent members of their
community, their family, and
the workforce
• Basic
Communication
• Health
• Employment
• Consumer
Economics
• Community
Resources
• Government/Law
• Learning & Thinking
Skills
• Independent Living
• Math
2Monday, March 10, 14
3. Content Standards
• Based on instructional level
• Reading skills assessed formally for state
reporting (BEST Literacy or CASAS)
• Integration of all four language skills in
curriculum
3Monday, March 10, 14
4. Adult ESL Literacy
Population
• preliterate, nonliterate, semiliterate in L1
• no, limited or interrupted formal education
• used to passing and receiving information
orally, not throught print
4Monday, March 10, 14
5. Adult ESL Literacy
Population
• no formal contact with print
• cannot take notes or study from a book outside of
class as an aid to memory and for self-study
• may need motor skills practice in holding pencils
• may need training and support in handling and
tracking information in books and paper books
• may not recognize pictorial respresentation
5Monday, March 10, 14
6. Indirect Assessment of
Numeracy and Basic Math
Some of the functional English language skills formally assessed
incorporating numbers or basic math:
• personal information
• area codes/phone numbers
• ID cards
• work time cards
• store hours
• dates
• basic housing application
• prices
• checks/money orders
• clothing sizes
6Monday, March 10, 14
7. Linguistic Focus
• adresse = 302 W. 3rd Street (address in French)
• sünnikuupäev = 9/17/70 (date of birth in Estonian, non-
Indo-European language)
• 電話號碼 = (386) 747 - 0055 (telephone number in
Chinese, non-Indo-European language and non-alphabetic written form)
Adult ESL classes orient on language acquisition. Students with literacy in the L1 may face
greater or lesser challenges with learning English based on such factors as whether the L1
written code is alphabetic or how closely the language is related to English in the Indo-
European language family.
7Monday, March 10, 14
8. Decimal PlaceValue
Circle October 31.
Many Adult ESL Literacy students
have limited to no formal
education, so they may also
struggle with basic numeracy
concepts such as base 10 and
recognizing place value as well as
the function of zero as a place
holder for decimal categories.
8Monday, March 10, 14
10. Montessori Math
• multi-sensory
• concrete, literal presentation of
abstract mathematical concepts
• A scaffold to symbolic
abstraction
While conventional wisdom would have us use realia
in ESL literacy classes such as the “play” dollars, we
must also consider how the realia itself can be rather
symbolic and abstract. Notice that greenbacks look
remarkably similar whether $1, $10, or $100. The
golden beads in the photo demonstrate a clear
materialized abstraction of the relative base ten
values of units/tens/hundreds. We want to guide
students in understanding the underlying value of the
realia symbol through the use of materials that give
very concrete numeric concepts.
10Monday, March 10, 14
11. Concept of
Decimal System
Montessori approaches to numeracy move from concrete to symbolic.
Start with the bead material, naming orally the values (“This is a unit/ten/hundred/thousand.”)
Show how ten units make one ten, how 10 tens make 1 hundred, etc.
Move into Total Physical Response (“Point to the unit. Bring me the hundred.”) You ideally
have a number of pieces for each decimal category so you can then ask students the
following TPR commands: “Bring me 3 thousands. Give 4 hundreds and 5 tens to your
neighbor”. etc.
Eventually, we want students to begin to name the categories and the quantities in the base
ten categories for themselves: “What is it?” (2 thousands) “What is it?” (4 hundreds and 5
tens) etc.
11Monday, March 10, 14
12. Introduction to
Symbols
Only AFTER much practice with the bead base ten material do you introduce the symbols/
numerals. (“This is a unit/ten/hundred/thousand.”) Notice that the cards are laid out showing
the units have no zeros, tens have one zero, hundreds two zeros and thousands three zeros.
We want to draw students attention to this feature of how many zeros per category.
Also, notice that the categories are color coded. This helps students to visually distinguish
and draws on more channels for classifying the categories of base ten. The color categorizing
is kept for some time with students to help them notice and distinguish the base ten values.
Move into Total Physical Response (“Point to the unit. Bring me the hundred.”) You ideally
have a number of pieces for each decimal category so you can then ask students the
following TPR commands: “Bring me 3 thousands. Give 4 hundreds and 5 tens to your
neighbor”. etc.
Eventually, we want students to begin to name the categories and the quantities in the base
ten categories for themselves: “What is it?” (2 thousands) “What is it?” (4 hundreds and 5
tens) etc.
12Monday, March 10, 14
13. Formation of Numbers
Eventually, we want to combine the use of the concrete materials with the
numeric symbols. We can give the numeric tickets and, again using the TPR
method, say,“Bring me this amount.” The student must then read the numeric
symbol and bring the corresponding bead materials. This can also be flipped by
giving the students the bead material and asking them to bring back the
ticket(s) representing that amount.
13Monday, March 10, 14
15. Life Skills (Rent)
Two of my students knew how much
their rents were ($900/mo. and $250/
mo.), but by using the manipulative
material, they could better notice and
compare their respective monthly rents.
Incidentally, this comparison of rent
activity prompted some lively discussion
discussion amongst students on cost of
rent, landlords, public assistance, etc.
15Monday, March 10, 14
16. Life Skills (Rent)
Only once the students have worked a lot with the
beads and number cards do we move into number
words. Again, these are color-coded, correlating to the
numeral cards.
After some time repeating the TPR sequences and
students working on the word cards as sight words, we
can start applying to real life, such as checks or money
orders.
16Monday, March 10, 14
21. Montessori Numeracy Work
Applied to Life Skills
• Students more successful finding pages in their
textbooks
• Writing street number names/phone numbers/zip
codes/ dates with greater awareness and accuracy
(less omission/incorrect number order)
• Reading dollars and prices more accurately
• Beginning basic addition using decimal categories
21Monday, March 10, 14
27. Classified Cards
• Using visuals and oral language without print.
• Opportunities to build vocabulary, listening,
speaking skills first (important for low L1 literacy
students)
• Cut/laminate images from color picture dictionary
or teacher/student generated photos.
• Discuss the pictures to see what students know/
don’t know already. Separate cards based on this
for further practice and review using teacher
naming/total physical response (point to...)/student
naming of vocabulary.
27Monday, March 10, 14
28. Three Period Lesson
1. This is “windy”. This is “foggy”.
2. Point to “windy”. Point to “foggy”.
3. What is it? (windy/foggy)
28Monday, March 10, 14
29. Reading Classification
Noticing and identifying words in print comes
AFTER much oral language practice.
windy
foggy
snowing
sunny
29Monday, March 10, 14
30. Sound Game
(Use same onset/different rime to begin) i.e. cat/crayon/
coin/carrot.
When possible with low literacy students, use realia or 3D
representations before moving to 2D/print images.
Introduce initial sounds with vocabulary students have
already learned orally.
30Monday, March 10, 14
31. Sound Game
1. Beginning sounds: cat crayon coin carrot
2. Ending sounds: fan crayon coin woman
3. Medial sounds: hat tag man cap
4. Give sound and look at environment for items with
that sound (ex: /l/) anywhere within the word: table
ball light blinds
5. Give known word and students attend to all the
sounds: /b/ /e/ /l/ for “bell”
The focus here is still on aural recognition of
sounds vs. print/phonics-based reading, blending,
etc.
31Monday, March 10, 14
32. Sound, Symbol & Writing
Non-literate adults generally want to move away from materials
like sandpaper letters quickly, but they still need support with
fine motor skill development in their writing. We still want to
provide materials that give strong tactile feedback to students.
Options include a slate with chalk or thick crayons or pencils on
paper that has a “nap” or texture to it--think, for instance,
construction paper texture over printer paper texture.
32Monday, March 10, 14
36. • Point to “bag”,“pen”,
“sand”,“insect”,
“basket”.
• What is it? (bag, pen,
sand, insect, basket)
pen
bag
insect
sand
basket
sh
sham
shag
ash
gash
mash
was
the
are
• Use moveable alphabet
with digraphs, using a
different color for the
sound/spelling focus.
• Use with sight words
(one color).
Moveable Alphabet
36Monday, March 10, 14
37. Names (Nouns) Actions (Verbs)
We can build awareness for word functions. For instance, we can give an
impression of words that name persons/places/things. Names are stable, they last
for many many years in a culture. So nouns are like mountains. Some words are
action words--they have energy, like our sun.
By telling little stories, drawing analogies, and showing images, we can make
connections that “stick” for ESL literacy students. We draw on students’ concrete
life experiences of nature and culture to make connections to abstract language
concepts such as parts of speech.
We can reinforce these channels with “materialized abstractions” in the classroom
environment. After making connections of nouns to mountains or verbs to the
sun, we can show an origami black pyramid and a red rubber ball that bounces.
These can live in the classroom and serve as visual/tactile reminders of abstract
linguistic concepts.
Functions of Words (Parts of Speech)
37Monday, March 10, 14
38. Function of Words
student
rice
Myanmar
walk
eat
speak
Use of grammar symbols such as the black triangle or red circle creates opportunities
for visual and kinesthetic channels to be reinforced in support of grasping abstract
grammar concepts.
Students can use word or picture cards they know and classify according to word
function (name or action?) Student discover that some words can be both!
can
phone
38Monday, March 10, 14
39. Oral Introduction to Word Functions
Bring me a pencil.
That is a pencil, but not the one I
want. Bring me a yellow pencil.
Example of oral intro to adjective
(words that tell “what type of...?”)
We want to give a lot of oral practice with the concept of the word function or part of
speech we are introducing. Here, make certain that you give TPR commands for students to
find/retrieve people or things that are within the learning environment to ensure the function
of describing words, words that tell us “what kind?” are visual, tactile, kinesthetic, aural, etc.
We want them to have a sensorial experience of adjectives.
Make sure there is two of something (in this case, pencils) with variation or contrast.
Whichever object (pencil) the student chooses the first time, make sure you tell them you
want a different pencil (see the wording above in the pencil example.)
39Monday, March 10, 14
40. Function of Words
“Grammar Boxes” or
“Grammar Pocket Charts” activity
Materials:
1. 3 to 4 Bigger cards with 2 or 3 phrases or sentences (example shown is
with noun phrases in which the only change is the adjective--the cards isolate
student attention on adjectives.
2. Smaller cards color coded for part of speech with the individual words
from all the bigger cards. These little cards are arranged in stacks according
to parts of speech as in illustration.
3. A grammar box--this can be made from box lids with cardboard
separators, word wall pocket charts, or file folder with spaces for particular
card types designated. by color or term (depending on the students).
Purpose:
1. Building awareness of word functions/parts of speech using multiple modalities.
2. Reading/listening practice (word recognition/word matching)
**a student not yet an emergent reader but with some English listening skills can be paired with a student who is an
emerging reader of English for this activity--Can also be used with paired higher level ESL literacy students (reading some
familiar words/simple sentences)
40Monday, March 10, 14
41. Function of Words
Can you find the little cards?
Can you go get that?
Can you read the first phrase on this card?
Pull down a large card. Students can read the large card.
Then they find the matching little word cards, coded for
parts of speech. Then they do the action from the phrase
(in this example, they go get a red book.)
red
41Monday, March 10, 14
42. Function of Words
Can you find that little card?
Can you go get that object?
Can you read the first phrase on this card?
Students read the second phrase. Ask what word has changed
(only one will have changed--in this example the adjective). They
find the little card for that (here,“black”). Then they do the action
from the phrase (now they go get a black book.)
What word has changed?
42Monday, March 10, 14
43. Function of Words
3. Which word tells you which book or what kind of book?
We can place a symbol for that. (first time)
Can you place a symbol for that? (later times)
The teacher can show the students symbols
to associate with parts of speech. Notice
that the symbols for articles and adjectives
are similar to the noun but smaller and
lighter in color. This provides a visual for
students to see the relationship of words in
noun phrases. The retrieving of the red
book and later the black book
kinesthetically reinforces the concept that
adjectives tell “what kind of _____”.
1. Which word tells you the name of something?
We can place a symbol for that. (first time)
Can you place a symbol for that? (subsequent times)
2. Which word tells one particular object or one of many?
We can place a symbol for that. (first time)
Can you place a symbol for that? (later times)
43Monday, March 10, 14
44. Noun Phrase (Noun “Family”)
We can connect abstract language concepts like “noun phrases” to more familiar contexts
for our students, such as family life. If the students have some oral/listening skills in English,
we can use a visual and tell a story about the “noun family” something like this:
When we use a noun, many times there is an article with
it. Usually an article and a noun go together just like a
mother and a baby (NB to teacher: this does not apply
with proper nouns or indefinite plural nouns). We can
think of these words as a family.
We can see the adjective is also part of the noun family.
The adjective is sometimes present, and sometimes it is
not. Sometimes we can say, “the book”, and there is no
adjective. But maybe we can say “the red book” and
there we are using a word that tells what kind of book or
which book (an adjective).
The adjective is not as close to its mother. Sometimes it
goes out with its friends and does other things. The
article, noun and adjective are considered the noun
family.
Notes
Through visuals and charts such as the above, we help children see the relationship and connection between
these three parts of speech. The chart with its story reinforce the triangle symbolic representation for these
parts of speech. This, in turn, helps to create “hooks” for students with low levels of formal education to grasp
abstract grammar concepts.
44Monday, March 10, 14
45. Another Story about
the Noun Family &Verb
Show chart and tell the following story:
We can see how the verb is giving energy in this chart. The verb energizes the noun
family, so the verb shines on the family of the noun. It is because we have a verb that
we can have a sentence. WIthout a verb, we cannot have a sentence.
NB: This is what we may want to show the students after a certain point to emerging
and early readers-a verb is necessary to have a sentence.
45Monday, March 10, 14
46. Language Experience Approach
Hari says a prayer.
We can use student oral language, transcribe it, and
then use the students’ oral language for literacy
activities. Often, students like to share their
culture and life experiences in the classroom. We
can encourage that sharing. For example, my
Hindu Nepali students were having a holiday one
week and I found some images on Google that I
thought they could comment on and would make
good LEA prompts. Once I transcribe their words,
I may use their words later for reading or grammar
work.
Below, I wrote a student’s sentence about her
husband on a strip of paper. For sentence analysis,
I may use strips of adding maching paper--It is a
good size for the following:
46Monday, March 10, 14
47. Reading Analysis/Sentence Analysis
While function of words work focuses attention on parts of speech, the above manipulatives
help students focus on parts of sentences. This work would be for once students are already
early readers. Using their own words and stories can be helpful in devising simple sentences.
47Monday, March 10, 14
48. 1.“What is the action?” (“says”)
2.“Who is it that says?” or “What is it that says?” (“Hari”)
3.“Hari says what?” (“a prayer.”)
On the back side of the black arrows are the language
terms for the function questions. After much practice and
depending on the student’s ability, you may try introducing
the terms “subject”,“verb/predicate”, and “direct object”.
48Monday, March 10, 14
49. who is it that?what is it that?
whom? what?
who is it that?
what is it that?
Januka
Durga
and
read.
Januka and Durga read.
Simple sentence with compound subject.
Examples of other sentence structures:
49Monday, March 10, 14
50. who is it that?what is it that?
whom? what?
who is it that?
what is it that?
Dhan
Ma Puh cooks chicken and rice.
and
reads
Dhan reads and writes.
Simple sentence with compound verb.
writes.
Simple sentence with compound direct object.
who is it that?
what is it that?Ma Puh cooks
whom? what?
chicken
and
rice.
50Monday, March 10, 14
51. whom? what?
to whom? to what?
where?
how?
by means of whom?
by means of what?
when?
why?
from whom? from what?
by whom? by what?
what for?
with whom? with what?
who is it that?
what is it that?
Hari says a prayer every day at home.
For more advanced literacy
students who continue making
progress in ESL classes, the
Montessori simple sentence/
reading analysis work can
continue to include adverbial
and adjectival extensions.
51Monday, March 10, 14
53. Conclusion
Montessori approaches to numeracy, language, and
literacy can tap multiple learning modalities: visual, aural,
tactile and kinesthetic, taking advantage of multiple
learning channels. For students with limited formal
education, low L1 literacy, and little experience with
textbook-based learning, Montessori-inspired materials
embody “materialized abstractions” that students can
literally manipulate.
53Monday, March 10, 14
54. Resources: Montessori
• www.infomontessori.com/mathematics
• www.infomontessori.com/language
• www.montessoricommons.cc
• www.alisonsmontessori.com
• Materials supplier (including golden base 10 beads)
• Montessori Read & Write by Lynne Lawrence
• Basic Montessori: Learning Activities by David Gettman
• Teaching Montessori in the Home: Pre-SchoolYears by Elizabeth Hainstock
• Teaching Montessori in the Home: SchoolYears by Elizabeth Hainstock
Resources: ESL Literacy
• ESL Literacy Network at BowValley College, Calgary,AB at www.esl-literacy.com (online portal
specifically for ESL literacy--offers articles, downloadables, and webinars)
• www.eyeonliteracy.com (ESL teachers who have created beautiful visual/picture books for adult ESL
literacy)
• www.tacomacommunityhouse.org (go to downloadable materials link--there are several excellent
downloadable teaching handbooks on ESL adult literacy--all free!)
54Monday, March 10, 14
55. Appendix
• Montessori Function of Words Symbols and
Key Questions.
• Montessori Sentence Analysis templates
• Montessori Movable Alphabets Templates
• Montessori Decimal Cards
• see the Resources page for more how-to’s
or materials distributors
55Monday, March 10, 14
56. Word Function/Parts of Speech Symbols
and Key Function Questions
Article: Which word tells you a particular one or one
of many?
Noun: Which word tells you the name of a person,
place, thing or idea?
Adjective:Which word tells you which one or what
kind of?
Pronoun: Which word can be used instead of the
name of a person, place, thing or idea?
Verb: Which word tells you the action or what to do?
Preposition: Which word tells you the relationship
between two things (**start with spatial prepositions
first).
Adverb: Which word tells you how to do an action?
Conjunction: Which word connects two or more
ideas together?
Interjection: Which word helps you to express
feelings?
article
noun
adjective
pronoun
verb
adverb
preposition
conjunction
interjection
56Monday, March 10, 14