Early Numeracy and Arithmetic - MCI (London)

How do you prepare the child for early numeracy in a Montessori prepared environment?

Numbers are abstract. They do not exist in physical form.  They symbolize the quantity, size, weight, distance, speed, temperature, clock time and calendar.  We think of numbers when we want to know about mathematical properties of objects.  The language we have developed for basic mathematical queries is how many, how much, how big, how deep, how hot, how fast, how far, what time, at what time, how early, etc.

Numbers are represented by numerals.  Numerals could be words, letters, symbols, figures or anything that expresses numbers.  For example, one, two (in words), 3, 100 (in digits), iii, xv (in Roman), 1/2, 3/4 (in fractions), 3x, 5a (in Algebra), 3+6 = 9, an abacus, tally marks, ten fingers, ten toes, even the round or oval shape for zero, which is an Arabic invention to stand for 'nothing' and is not a natural number, are all numerals.

Arithmetic is a branch of mathematics which provides acquiescence to basic mathematical skills, such as, counting, addition, subtraction, multiplication, division, fraction, estimation and patterns.  It streamlines a mind for dexterity in further branches of mathematics in higher levels, like geometry, Algebra, trigonometry, mensuration, calculus, statistic, etc.

Arithmetic could be as simple as counting the objects from 1 to 5 and say how many they are.  It could be a complex activity like comparing among objects, such as, more than, fewer than, how deep, how high, how hot or how cold, etc.  It can also be a complicated transaction, such as, to calculate the volume of water in a tank or to change a fraction into a decimal figure or express as a percentage.

 Aims and Objectives

Aim: Introducing early numeracy to children in a convenient orderly manner through Montessori material during the three-year Montessori period.

Objectives:
The objectives should be to help the child,
1- understand one on one correspondence between numbers/numerals and objects (preparing mind for problem solving skills)
Knobbed Cylinders, Cards and Counters, Large Number Rods, Spindle Box, etc.

2 - learn the language pertaining to Math, for example, more, less, heavy, light, right, left, deep, long, tall, short, large, small, add, take away, half, quarter, measure, etc. (language skills)
      Pink Tower, Broad Stairs, Short Bead Stairs, Seguin Board, etc.

3 - do counting (development from concrete to abstract)
     Short Bead Stairs, Seguin Board, Large Number Cards, etc.

4 - identify geometrical shapes and learn their dimensions (preparation for geometry)
      Geometric Cabinet, Constructive Triangles, Geometric Solids, etc.

5 - distinguish the objects by their properties (preparing mind for problem solving skills)
     The entire Sensorial material

6 - learn the concept of more and less (preparation for addition and subtraction)
      Golden Bead Material, material in the area of Activities of Everyday Living

7 - do matching and grouping (problem solving skills)
      Puzzles, Geometric Cabinet, Binomial Cubes, Trinomial Cubes, etc.

8 - learn cardinal (quantity), ordinal (position) and nominal (number tags/codes) numbers/numerals
   
9 - identify numerals (visualization)
      Sandpaper numerals, Spindle Box, Large Number Cards, etc.

10 - draw basic strokes for writing numerals (develop writing skills)
        Painting, Scribbling on writing board, tracing around geometric trays, Sandpaper Numerals, etc.

Aim: Pre-requisite for the above mentioned aim of this area
         Preparing child for early numeracy and arithmetic

Objectives:
To obtain the above mentioned objectives, it is necessary to...
1 - to develop child's interest for counting orally through poems and nursery rhymes
2 - to develop the basic principles of conservation, reversibility and one-on-one correspondence
3 - to initiate the process of counting from body parts
4 - to develop and refine fine motor skills as a requisite for pre-writing faculty
5 - to develop the recognition of numerals through finger tracing and scribbling on a slate

Objective # 2

Conservation: It is an ability to conserve actions, order of actions, mathematical properties and concepts - the two equals remain equal unless a change occurs in their physical or spiritual manner.  The child constantly absorbs millions of impressions since his/her birth and moderately discovers the relation, pattern and order among the objects in his/her surroundings.

Reversibility: It is an ability to understand that the possibility remains for an action to be undone or re-done.

Jean Piaget developed the theory of cognitive learning and set conservation and reversibility as it's two principles as a sign of normal intellectual progress of a child.

For example, an infant conserves the idea of flipping on his/her shoulder to reach an object, later on, he/she figures out the reverse action of rolling back.  Similarly, in his/her infancy, the child opens his/her mouth for the spoon and sucks and swallows the food, later, he/she learns to spit out the food after having enough meal.  So, in simple words, flipping and sucking food is conservation while rolling back and spitting out is reversibility.  

One-on-One Correspondence: This is an ability of pairing objects to their corresponding numbers and/or for completing a set.

In a Montessori environment, for example, a child removes the cylinders which is conservation, he/she puts them back in the holes which is reversibility while trying to put them back in their respective holes (through control of error) is one-on-one correspondence.  

Numeracy in Pakistan

Pakistani culture is comparatively more privileged with cultivating numerical skills in children's absorbing mind.  The calendar is used frequently for cultural purposes than just for learning months and days.

Both, Gregorian and Lunar (Hijri) calendars are the part of people's daily life in Pakistan.  Children's date of birth is marked and remembered in both calendars.  Since their birth, children get to hear the conversation concerning the lunar dates for celebrating their birthdays, national days and Islamic festivals; 1st of Muharram (the beginning of Islamic year), 10th of Muharram (martyrdom of the grandson of the Prophet Muhammad (pbuh), 12th of Rabi-ul-Awwal (birth of Prophet Muhammad pbuh), 27th of Rajab (Prophet Muhammad pbuh's ascention to the heavens), 14th of Sha'aban (the Night of Destiny), 1st of Ramadan (beginning of the fasting month), 21st/23rd/25th/27th/29th of Ramadan (the Night of Power), 1st of Shawwal (Eid-ul-Fitr), 9th of Dhul-Hijjah (Hajj/pilgrimage to Makkah) and 10th of Dhul-Hijjah (Eid-ul-Adha).  On Gregorian calendar, 23rd March, 14th August, 9th November, 25th December are the most significant national celebrations.

On the Independence Day, 14th of August, children draw or make national flags, focusing on it's rectangular shape, the crescent and a five-cornered star in the middle and it's green and white colour.  The national flower of Pakistan, jasmine, has five petals.  There are four main provinces of Pakistan.  The five main rivers of Pakistan merge at a point to flow into River Indus.

Pakistani wedding ceremonies provide plenty of opportunities for children to learn numerical skills.  children love to decorate, count and hold the clay bowls of different sizes full of 'mehndi' for pre-nuptial ceremonies.  Girls love counting their bangles and make sure there are dozen in each hand and they match with their dresses which are in green, yellow and orange combination.

Children hear 'Adhan' (call for prayer from mosques) five times a day and gradually learn the times of the day and clock timings through adhan.  During the month of Ramadan, 29 or 30 days of fasting, children hear the conversation regarding 'sehri' (waking up and eating before dawn) and 'iftar' (breaking fast at sunset) and the countdown for fasting days.  On Eid day, they count 'eidi' (money given to them by elders) and plan how many things they can buy with this amount.  Most children are aware of the significance of Friday because of the Friday congregational prayer and they know it is offered at Zuhr (noon).

Satisfying Parents' Concerns

While preparing the curriculum for numeracy, the milieu in reference to children's social and cultural background cannot be disregarded.  Generally, in Pakistan, parents from all ethnic backgrounds and sects expect and admire the result-oriented system of education.  They do appreciate the inclusion of new techniques and modern approach in teaching but do not withdraw from their demand of traditional mode of repercussion.  As far as the freedom of choice and freedom of movement is concerned, parents will acquiesce with these terms but with ambiguities and lack of trust unless the daily progress of their child accords their anticipation.  

Vertical grouping is also unacceptable for parents as they don't allow their child to sit with the children or older or younger age and learning from each other.  Considering this a waste of time and money, they expect teachers to be there to educate and train their child.   

Trying not to be heedless of parents' expectations and avoiding raising contentions regarding the advantages and disadvantages of Montessori system of education should be top priority of an educationist in Pakistan.  I affirm that parents wouldn't mind at all the shelves full of Montessori material and will only value it as an additional  source to the traditional methodology.

During the last two decades, the early childhood period in Pakistan has started to be from age 2.5 till 4.5.  A 5 year old must be ready for 1st Grade, otherwise, the child is considered to be left behind.  The child has to pass an entry test for an admission in 1st Grade.  So, by the age of 5, the child must know to read and write Urdu and English alphabets properly on and between lines, reading and writing counting 1 to 100, single digit addition, table of 2 and to write sentences in Urdu and English.  The child must recognize all the colours and most shapes, should know how to spell the name of birds, farm animals, wild animals, colours, shapes, etc.  This is the least to be mentioned.  This is the ground reality of the system here in Pakistan and at least I wouldn't consider myself 'proficient' if I fail to present an environment fulfilling the requirements from both sides - the parents of children and the Montessori philosophy.

The pre-school educational system should make parents realize why they want to put their child into a Montessori environment.  They should be explained in brief the importance of three-year Montessori period and of child working on his/her own instincts for a while before jumping to the conclusions.  Parents need to forebear with child's moods and should institute a learning environment at home for a stead progress.  They need to stand parallel to teachers/facilitators for building a concrete foundation for their child's learning.  

Planning

"It is certain that mathematics organizes the abstract path of the mind, so we must offer it at an early age, in a clear and very accessible manner, as a stimulus to the child whose mind is yet to be organized."

                                                                           Maria Montessori - The Discovery of the Child

Montessori classroom provides a comprehensive learning environment which is composed of five basic areas namely; 1) Activities of Everyday Living  2) Sensorial  3) Early Literacy  4) Early Numeracy and Arithmetic and 5) Knowledge and Understanding of the World.  The entire Montessori environment is actually lubricated with mathematical concepts as all theses areas incorporate to impart the knowledge of basic mathematical features in some way.  The mathematical characteristics are present in a Montessori environment concurrently.  The flash cards in the language area are rectangular and their corners are curved, not pointy.  The globe in the cultural area is sphere in shape.  The pouring and transferring exercises develop equilibrium sense for measurement.  Thus, the teacher/facilitator must be mindful of highlighting mathematical characteristics in each of these areas while preparing the classroom and the lesson plan as well.  An integrated curriculum would serve the best to develop connection among all five areas in a Montessori environment.

The area of 'Activities of Everyday Living' provides numerous activities to develop mathematical skills indirectly.  During presentations, this area can be used to encourage counting objects, such as, large beads and sorting them by colour before threading.  The child can be encouraged to count buttons, hooks and bows on dressing frames along with emphasizing on the sequence of work from top to bottom  and one-on-one correspondence.  The pouring and transferring exercises help the child visualizing the amount poured or transferred  into containers and the child develops the concept of 'conservation and reversibility'.

The sensorial activities are designed to focus on sharpening five basic sense and six sub-senses and to refine the concepts of 'conservation and reversibility' and one-on-one correspondence in different ways.  This area mainly consists of the material based on geometrical shapes and colours, which helps refining stereognostic and other senses and numerating flat surfaces, edges and corners of solid geometrical shapes.

Solid shapes of sphere, oval and ovoid can be used to introduce the concept of 'zero' as they have no edges and corners.  'Zero' is usually written in round or oval.

The area of 'Early Literacy' is enormously enriched with numerical skills and is an effective source of building vocabulary pertaining to numeracy.  The words in stories present the concept of time and distance which helps the child to form images of the events taking place from the very beginning.  The story usually begins with,

'Once upon a time, in a far away land.....'
'Long time ago.....'
'It was calm and cloudy.....'
'It was a stormy night....'

Children hear the words that show quantity, such as,
'Oncce there was a king who had four sons.....'
'Once there were two boys who were very good friends...'
'Once there was a little girl who had seven dolls....'
'The old man had not eaten anything for three days....'
'The young prince enjoyed the pleasant sight of hundreds of colourful flowers....'

Children take interest in counting body parts of animals; the cat has four legs, two ears and a tail, birds have two wings, snakes have no legs and arms.

Children don't just listen to the story but they do concentrate on the number of people, animals or objects.  Try telling a story of two kittens, mentioning the activities of one kitten for couple of minutes and the child will inquire about what happened to the other one.

Lubricating Little Minds for Numeracy

Montessori environment is not a place for imposing lessons.  The child either learns by presentations offered by the facilitator or whenever he/she is fascinated with the material.  That is why the area of Early Numeracy and Arithmetic in a Montessori environment should be well-equipped with the material sufficient for developing mathematical agility.  The facilitator must be attentive to serve the child in either case.

Beside the preparation of spider chart and the weekly lesson plan, I personally would prefer to maintain a record of the material that the child has been through and of the ones which he/she needs to be attracted to.  As we know that each material is designed with a specific purpose, the child's avoidance to any of the material can't be neglected.  A good facilitator must investigate the reasons of that avoidance and make sure that the child must somehow be introduced to all materials during his/her Montessori period.

To implement lesson plans according to the sequence of the material for Numeracy and Arithmetic and it's presentation as it is being taught during Montessori training is hypothetical.  We know that children are unpredictable and they don't always end up according to our expectations.  Therefore, a multiple planning with appropriate techniques and precise vocabulary and language must be contemplated.  Besides waiting for children to get attracted to the material or offering presentations on sandpaper numerals, number rods, spindle box, cards and counters, short bead stairs, Seguin Board and Golden Beads material - to initiate the process of counting and developing interest in numeracy, I would rather moisten their minds with some old-fashioned techniques.

For example, singing nursery rhymes and poems is the most entertaining part of the curriculum.  This is one activity which substantiate child's vocal, physical, educational, psychological and cognitive development at the same time.  Some of the rhymes are a reinforcement for counting straight and backwards.

'One two, buckle my shoe...'

'This old man, he plays one, he plays one...'

'One two three four five, once I caught a fish alive...'

'Five little ducks went out one day...'

'Five little monkeys were jumping on the bed...'

'the ants go marching one by one hoorah, hoorah.....'

Counting body parts has also proved to be one of the best techniques for learning counting.  Most children love counting ten fingers and ten toes and then count them together from 1 to 20.

One of the practice that I learned at home in my childhood and have tried on many children is to count on finger cubes.  It is very simple and very effective too.  The child learns to count in order, starting from right hand pinky towards thumb from 1 to 15 (every time starting from the top cube) and then from left hand pinky from 16 to 30.  It builds a memory of correspondence between numbers and finger cubes.  The child in few weeks identifies the cubes by their numbers and can do addition and subtraction later on.

Counting steps on a marked distance is also fun.  Children count their steps moving forward on the marks and them coming back either straight or backward.

Another old time approach for learning numbers and writing is to let the child scribble on a slate.  The child learns to draw strokes through scribbling and finally starts forming shapes and numerals.

Children in my time were more interested in collecting their favourite objects as their precious possessions, such as, dolls, coins, rocks and pebbles of specific shapes and colours, seashells, pieces of broken colourful bangles, their art work, etc.

The question 'how to prepare a child for numeracy' requires an explanation on a facilitator's understanding of the area of early numeracy and arithmetic, his/her preparation for numeracy and arithmetic for early stages and planning and methodology for developing the child's interest for learning mathematical faculty.  It is understood that once the child's interest is developed, nothing can resist his/her curiosity from putting hands on material and absorb the concepts behind each activity.

http://www.amontessorimusingplace.org/2010/10/childs-mathematical-mind-part-1.html
http://www.infomontessori.com/mathematics/introduction.htm
http://montessoricompass.com/mathematics
http://tothelesson.blogspot.com/2011/04/mathematical-mind.html
http://www.studymode.com/essays/Montessori-1226629.html
http://www.montessorianswers.com/myth-fantasy.html
http://www.simplypsychology.org/piaget.html

Developing Reading Skills in Eighteen Weeks - Arabic

Eighteen Weeks

Narrated by Uthman ibn Affan (R.A), The Prophet (S.A.W) said,

“The best among you is the one who learns Qur’an and teaches it to others.”

This lesson plan is an inspiration from the Qaidah introduced by an Imam of Majid Fatima, Woodside, NY.
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1 - Drawbacks of the existing method of teaching Qur'an; boring methods, lack of lesson plan, lack of time management

2 - Tips for teaching Qur'an

- The objective of any kind of teaching should be to develop independent reading skills for the next level.

- Prepare lesson plans on weekly basis for at least six months.

- Teach a batch of only 15 to 20 students at a time.

- Use chalkboard or white board and colorful markers to make learning more effective and fun for little ones.  Apply the same Kindergarten techniques such as finger tracing, putting letters in sequence, saying them backward, identifying letter with and without dots, etc.

- Most maulvis and religious experts prefer to teach Qaidah by spelling.  They ask students to look at the letter or word and the harakaat (symbols of movement of sound) on them, then figure out the sound.  This exercise is not good for their delicate minds because children at young age, take long time to figure out the sounds and pronunciation, they read back and forth many times and usually read the words incorrect, hence they loose confidence and make more mistakes.  Spelling the words is a very useful and important technique.  The letter to letter connection in spelling helps children grasp the transition of sounds and tongue movement and soon enables them to read the words without spelling.  Children learn faster, enjoy the rhyming and/or rhythm, become fluent in reading and at the end develop independent reading skills and an ability to  self-correction.

- Children must revise the previous lessons for at least five minutes. 

- While teaching them the pronunciation of letters, particularly the throat letters, ask them to sit quiet and have fun listening to your intonation.  Explain and if necessary show by touching throat and movement of tongue inside the mouth so the child would know how to pronounce the letter.  

(Here I would like to share this experience of mine.  A family from Australia came to live in my neighborhood.  The mother asked me to help her four and half year old son reading Qaidah, whatever I can teach in a month as they were on vacation and had to go back.  The little boy had problem in pronouncing letter sheen which is the sound for 'sh'.  The mother had tried her best and the doctor said that it will take time for him to pick the correct sound.  I asked his mom to sit beside him and then I asked Hizam to follow the way I make the sound.  I repeated the sound many times and explained what happens inside my mouth when I pronounce it - I close my jaws and my tongue from the back touches the palate while the tip stays untouched.  I asked him to close his jaws and put his tongue on the upper palate and say the letter.  The mother and I tried that for couple of days and I asked his mother to do the same at home.  The fourth day it was all fine, he pronounced the sheen perfectly.)

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IT’S NOT THAT HARD:

Basic Arabic Grammar:

Short Harakaat: There are three basic harakaat with short vowel sound; fathah/zabar, kasrah/zair and damma/paish.  These harakaat can be taught by moving the index finger upward, downward and showing round.  I made up a little song about it.  “fathah goes up, kasrah goes down, damma is round, these are three short sounds”.  

The sound of Fathah/zabar goes upward making a short vowel sound of ‘e’ like in bet.

The sound of Kasrah/zair goes downward making a short vowel sound of ‘e’ like in be.

The sound of Dammah/paish goes round making a short vowel sound of ‘o’ like in to.

Long Harakaat: Alif, wow and ya are three Huroof-e-Madda or Vowels.  These letters along with their relevant short harakaat double the length of sound.

Alif with fathah/zabar makes the sound longer like of ‘a’ in cat.

Ya with Kasrah/zair makes the sound longer like of ‘e’ in seed.

Wow with Damma/paish makes the sound longer like of ‘o’ in food.

Sukoon/jazam: Sukoon means rest, no movement.  Any letters bearing sukoonn make no sound.  For it’s pronunciation, it needs to be joined with a preceding letter bearing any harakah.  So this is a joining sign too, it is used to join two letters or words.

Huroof-e-Leen/lain: Wow and Ya - when these two letters join a preceding letter with fathah/zabar, the sound is moved from upward to downward very softly.  

Tanween: Tanween is a double short harakah ending with the sound of letter ‘noon’/N.

Two fathah/zabar is called fathatain.  Two kasrah/zair is called kasratain.  Two damma/paish is called dammatain.  These signs replace letter ‘noon’.

Shadda: Shadda is a joining sign, it means to stress.  A letter bearing shadda is spelled twice and is pronounced with a stress.  Shadda also denotes the double letter; first bearing sukoon, second bearing any harakah.

Madda: Madda means to stretch.  Sound of any letter with madda is prolonged four or five times than short harakah.

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ONLY EIGHTEEN WEEKS:

My lesson plan of Qur’anic learning for beginners.

Week 1 – Identifying the Arabic alphabets, letters with/without dots, their sound, reading straight, backwards etc.

ا ب ت ث ج ح خ د ذ ر ز س ش ص ض ط ظ ع غ ف ق ك ل

م ن و ه ء ى

Three Short Harakaat: Fathah/Zabar, Kasrah/Zair, Dammah/Paish

Week 2 – Lesson of Fatha/Zabar:  spell the letters with the short vowel sound of ‘e’ as in ‘bet’ and then two and three letter words.

اَ بَ تَ ثَ جَ حَ خَ دَ ذَ رَ زَ سَ شَ صَ ضَ طَ ظَ عَ غَ فَ قَ كَ لَ

مَ نَ وَ هَ ءَ ىَ

Week 3 – Lesson of Kasrah/Zair:  spell the letters with the short vowel sound of ‘e’ as in ‘be‘ and then two and three letter words.

اِ بِ تِ ثِ جِ حِ خِ دِ ذِ رِ زِ سِ شِ صِ ضِ طِ ظِ عِ غِ فِ قِ كِ لِ

مِ نِ وِ هِ ءِ ىِ

Week 4 – Lesson of Dammah/Paish:  spell the letters with the short vowel sound of ‘o’ as in to and then two and three letter words.

اُ بُ تُ ثُ جُ حُ خُ دُ ذُ رُ زُ سُ شُ صُ ضُ طُ ظُ عُ غُ فُ قُ كُ لُ

مُ نُ وُ هُ ءُ ىُ

Week 5 – Practice mixed exercise of three short harakaat, practice spelling short and easy words and selected ayaat.

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Huroof-e-Madda or Vowels: Alif….Wow….Ya…

Week 6 – Alif with Fathah/Zabar prolongs the sound as of ‘a’ in cat.  Practice spelling the words with both short and long sounds.

بَا تَا ثَا جَا حَا خَا دَا ذَا رَا زَا سَا شَا صَا ضَا طَا ظَا عَا غَا فَا قَا

كَا لاَ مَا نَا وَا هَا  يَا

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Week 7 – Ya with Kasrah/Zair prolongs the sound as of ‘e’ in seed.  Practice spelling the words with both short and long sounds.

اِي بِي تِي ثِي جِي حِي خِي دِي ذِي رِي زِي سِي شِي صِي ضِي

طِي ظِي عِي غِي فِي قِي كِي لِي مِي نِي وِي هِي يِي

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Week 8 – Wow with Dammah/Paish prolongs the sound as of ‘o’ in food.  Practice spelling the words with both short and long sounds.

اُو بُو تُو ثُو جُو حُو خُو دُو ذُو رُو زُو سُو شُو صُو ضُو طُو ظُو

عُو غُو فُو قُو كُو لُو مُو نُو وُو هُو يُو

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Sukoon/Jazam: A sign that is used to join two letters or words.  A letter bearing sukoon has no sound, to make one it needs to be connected with the preceding letter bearing any harakah.

Week 9 – Lesson of sukoon/jazam: practice spelling two letters words with sukoon/jazam and three short harakaat.

Week 10 – Revise all previous lessons and practice spelling short and easy words and selected ayaat.

Huroof-e-Lain: Wow and Ya …These two letters when join any preceding letter with fathah/zabar cause the sound to move softly from upward to downword.

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Week 11 -  Lesson of Huroof-e- Lain, Letter Wow: Practice spelling letters and words.

اَوْ  بَو  تَو  ثَو  جَو  حَو  خَو  دَو  ذَو  رَو  زَو سَو شَو صَو ضَو

طَو  ظَو  عَو  غَو  فَو  قَو كَو لَو مَو نَو وَو هَو يَو  

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Week 12 – Lesson of Huroof-e-Lain, Letter Ya: Practice spelling letters and words
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اَي  بَي  تَي ثَي  جَي  حَي  خَي  دَي  ذَي  رَي زَي  سَي  شَي

صَي  ضَي  طَي  ظَي  عَي  غَي في  قَي  كَي لَي  مَي  نَي وَي

هَي  يَي

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Tanween: Fathatain/two zabar, Kasratain/two zair, Dammatain/two paish: Tanween is a double short harakah, it replaces letter ‘noon with sukoon’.

Week 13 – Lesson of Fathatain/two zabar:  Practice spelling letters and words.  The ending sound of this sign is ‘un’ like in ‘fun‘.

اً  بًا  تًا  ثًا  جًا  حًا  خًا  دًا  ذًا  رًا  زًا  سًا  شًا صًا  ضًا  طًا ظًا

عًا  غًا  فَا  قَا  كًا  لًا  مًا  نًا وًا  هًا  يًا

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Week 14 – Lesson of Kasratain/two zair:  Practice spelling letters and words.  The ending sound of this sign is ‘in’.

اٍ بٍ تٍ ثٍ جِ حِ خٍ  دٍ ذٍ رٍ زٍ  سٍ شٍ صٍ ضٍ طٍ ظٍ عٍ غٍ فٍ قٍ كٍ

لٍ مٍ نٍ وٍ هٍ ءٍ يٍ

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Week 15 – Lesson of Dammatain/two paish:  Practice spelling letters and words.  The ending sound of this sign is ‘un’ like in Hunza.

اٌ  بٌ  تٌ  ثٌ  جٌ  حٌ  خٌ   دٌ  ذٌ  رٌ  زٌ   سٌ  شٌ صٌ  ضٌ  طٌ  ظٌ

عٌ  غٌ  فٌ  قٌ  كٌ  لٌ  مٌ  نٌ  وٌ هٌ  ءٌ  يٌ

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Shadda/Tashdeed: This is a joining sign that is used to connect two letters or words.  Any letter bearing shadda is prnounced with stress and is spelled twice because it denotes the double letter.  For example letter ‘noon with shadda on it’ means two ‘noon’, first one bearing sukoon/jazam and second one bearing any short harakah.

Week 16 – Lesson of Shadda:  Practice spelling words and selected phrases or ayaat.

Week 17 – Lesson of Long Harakaat:  Practice spelling letters and words with long fathah/khara zabar, long kasrah/khari zair, long damma/ulta paish.

Madda: It means to stretch.  Sound of any letter with madda is prolonged four or five times than short harakaat.

Week 18 – Lesson of Madda:  Practice spelling letters and words from selected ayaat.

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Rules of ‘noon with sukoon نْ‘ and ‘tanween’ when they are followed by…

1) Huroof-e-Ikhfa’:

ت ث ج د ذ ز س ش ص ض ط ظ ف ق ك

Ikhfa’ means to hide.  When there is ‘noon sakin’ or tanween before these letters, noon will be pronounced with a nasal sound (ghunna).

  اِنْ كُنْتُ   مِنْ كُلِّ    شئٍ  قَدِيْرُ     ذَرَّةٍ شَرًا  فَانْصَبْ  اَنْتُمْ  اَنْذَرْتَهُم    عَنْك

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2) Huroof-e-Izhar: ح خ ع غ ء ه

Izhar means to show.  The sound of ‘noon’ will be pronounced properly when ‘noon sakin’ or tanween come before these letters.

مَنْهُ    عَنْهُ    ذَرَّةٍ خَيْرًا    نارٌ حامِيَة    مِنْ اَلفِ    مِنْ خَوفٍ

3) Idghaam-baa-ghunna: ىّ  نّ  مّ  وّ

Idghaam means to merge.  When ‘noon sakin’ or tanween come before these letters with shadda, the sound of ‘noon’ will be merged with these letters showing a nasal touch.

نَصْرٌ مِّن    مَنْ يَّشاء    لَهَبً وَّ    شَرًّا يَّرَا   جُوعٍ وَّ    نَفْسٍ مَّا

4) Idghaam-bila-ghunna: رّ لّ

When ‘noon sakin’ or tanween come before these letters bearing shadda, the sound of noon will not be pronounced at all, which means the letter before ‘noon sakin’ or tanween will be joined with these letters skipping the sound of noon.

مِنْ رَّبَّ     قُلْ رَّبِّ    يَكُنْ لَّهُ    وَيْلٌ لِّكُلِّ

5) Aqlaab:  ب

Aqlaab means to change.  When there is ‘noon sakin’ or tanween before letter  ب, the sound of letter ‘ba’ will be switched with letter ‘meem’.

لَيُنْبَذَ نَّ    اَنْبِياءَ    وَاَمّامَنْ بَخِلَ    عَلِيمٌ بِذات

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JUST TWO HOURS ON ANY WEEKEND:

A general rule of ‘al’ اَلْ in Arabic grammar:

اَلْ in Arabic stands for article ‘The’ in English.  Added as a prefix, it makes a noun proper and switches the tanween to the relevant short harakah on the last letter of the noun.  A common noun in Arabic is usually identified by a tanween on it’s last letter.

a book               كِتابٌ

The book          الكتابُ

a pen                    قَلَمٌ

The pen             القلمُ

some water           مَاءٌ

The water           الماءُ

some bread           خُبُزٌ

The bread         الخبزُ

a banana                مَوْزٌ

The banana       الموزُ

The names that don’t carry  اَلْ such as,

Muhammad محمد ………. Ibraheem   ابراهم

Fatimah    فاطمة ……….        Maryam    مريم

Ismaeel     اسماعيل

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Moon Letters:

ا ء  ب  ج  ح  خ  ع  غ  ف  ق  ك م   و  ه  ى

Any noun beginning with these letters when follows ‘al’  اَلْ ,  that letter is pronounced with it’s own harakah such as ‘al-kitabu’, ‘al-qalamu’ etc.

The rose                    الْوَرْدَةُ

The knowledge             الْعِلْمُ

The telephone          الْهاتِفُ

The mountains         الْجِبالُ

The hand                        الْيَدُ

The moon                   الْقَمَرُ

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Sun Letters:

ت  ث  د  ذ  ر  ز  س  ش  ص  ض  ط  ظ  ل

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Any noun beginning with these letters when follows ‘al اَلْ , alif is joined with the first letter of the word bearing shadda, skipping the sound of laam   لْ .

The medicine  الدَّواءُ

The sun    الشَّمسُ

The chick      الصُّوص

The car        السَّيّارَةُ

The light       النُورُ

The flower    الزَّهرَةُ

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Arabic is one of the ancient, the most comprehensive and the most beautiful languages of the world.  More than 280 million people are honored to own it as their mother tongue.  Around 250 million people speak it as their second language.  While the whole Muslim world learns it mostly, not as a language but as a tool Qur’anic understanding.

In our part of the world (which means non-Arabs), we think that many words in Arabic are like homophones (they sound same but have different meanings), which they are not.  The words that seem homophones do have their specific beginning, middle or ending sounds.  To us they sound same because we don’t bother ourselves to concentrate on how each letter is pronounced.

Usually the sounds of some letters are mixed or switeched, for example, alif  ا and aain ع …….taa  ت and tua ط …..daal  د and duad  ض …..zaa ز and zua    ظ…..seen س and suad  ص ……kaaf  ك and qaaf  ق

Following words have different beginning sounds but  are pronounced same because of switching the sounds of beginning letters.  Look at their meaning and figure out how the words of Qur'an can have meanings changed because of wrong pronunciation.

ON عَلَى ……….     BE AWARE اَلا 

ABOUT عَنْ ……….  THAT اَنْ

HEART قَلبٌ ………. DOG كَلبٌ

SAY (command) قُلْ ………. EAT (command)كُلْ

PICTURE صُورَةٌ ………. CHAPTER سُورَةٌ

FLOWER زَهرَةٌ ………. BACK ظَهَرَ

HE ATE أَكَلَ ………. HE UNDERSTOOD عَقَلَ

GET UP (order) قُم ………. YOU ALL (pronoun, a suffix)   كُم

(ALL)KNOWING عَلِيمٌ………SEVERE اَلِيمٌ

These are some of the examples, now if we don’t say them correctly, that will change the meaning of the verse or sentence.

For example if you want to say “your heart”قَلبُكَ and you switch the first sound of ‘qaaf’ with ‘kaaf’, the listener will take it as “your dog”  كَلبُكَ .

Also most of us make mistake in reciting the four surahs that begin with the word  قُل , for example, Surah Al-Kafiroon, Surah Al-Ikhlas and Surah Al-Falaq and Surah An-Naas, which means “say (O Muhammad).  We usually read this word قُل as  كُلْ , which means “eat”….so the meaning of the verse appears as “eat”.

The wrong pronunciation could be an excuse for illiterates.  For those who think they are educated, intelligent, efficient, skilled, smart and talented meaning COMPLETE LITERATE, it doesn’t make sense to produce lame excuses when they get a chance to correct their pronunciation 

Worked and Volunteered at the same job

I joined the Reach Montessori Nursery on September 18th, 2012 as an Admin and Finance Officer and resigned from this position on 30th September, 2013.

The one-year long experience was extremely tiring as I worked day and night and dedicated my weekends to constitute a system.  I developed many documents for keeping record of staff and of children as well.  I modified the spider chart and weekly lesson plan sheets to a better one, introduced a new theme cover style and monthly theme letter.  I prepared the monthly themes, yearly calendar for the academic year 2013-2014 and introduced the curriculum and syllabus for three levels, by dividing the Montessori period in three-year cycle; Foundation, Exploration and Application/Advance Level.  

I was punctual and regular, not a single day off throughout the year regardless of severe health and weather conditions.  Oh yeah, two days off on March 11th and 12th because of the late arrival from the 30-hour emergency visit to Karachi. 

Volunteer

Beside my job responsibilities as an Admin and Finance Officer, I volunteered to help the teachers in art work, looked after the children during their painting, art work and Montessori time and even conducted circle time when there was a need.  I even wrote children's progress reports at the end of each term, helped in preparing spider charts and prepared weekly lesson plan for teachers many times.  I sang poems for children, engaged them in conversation for language skills, read books to them.  

Volunteering in inaugurating the first teachers' training course, called 'Foundation Course 2013 by MCI, London', was also a pleasant experience.  I developed student's record sheets and typed the course manual and handouts.  

Although working after the pause of 7 years was the worst of all as it almost killed me and deteriorated my health conditions - I still enjoyed it anyway.

Here are the pictures of some of my numerous art works that I developed while working as an Admin and Finance Officer at Reach Montessori Nursery.

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Dinosaurs and their environment

Dinosaur pictures of mothers and their babies on the back and the name cards

Urdu alphabets activity

Calendar with a grid and cards of days

Earth for threading 

The cards for months and colour coded number cards for days

The logo of Reach Montessori Nursery and balloons

Urdu letter strips

Whole letter Urdu words

Numbers 

Earth

Hand and Finger Movement - Montessori Material

1- Pincer Grip
2- Hand Grip - holding an object with five fingers
3- Holding an object in the palm
4- Sliding fingers across a surface
5- Touching an edge with the index finger