0:03 all right
0:06 the introduction to grammar and syntax
0:09 so the chapter in grammar and syntax is
0:10 going to be
0:12 the thickest section in your language album
0:13 album
0:15 but that's only because most of the
0:17 concrete materials we have
0:21 for language are in this section in our classroom
0:22 classroom
0:24 all of the chapters in language are
0:26 running parallel to one another
0:29 and when we think about our album in the
0:32 organization the way that it's organized
0:32 is to help with
0:35 our adult um
0:38 thought process and planning and
0:40 tracking and all of those things for the children
0:40 children
0:42 we just invite them to another lesson
0:44 right and we make sure that we're
0:46 covering the history of language along with
0:47 with
0:51 beautification of language and reading
0:52 and all of those things
0:55 all at the same time including grammar
0:57 and syntax
1:00 the parts within the chapter of grammar
1:02 and syntax are word study
1:05 the parts of speech which we explore
1:07 mostly with the grammar boxes but with
1:08 some other
1:11 uh card activities and work charts right
1:13 but the parts of speech
1:15 and logical analysis which is where we
1:18 look at the parts of a sentence
1:21 in the casa the child has hopefully
1:25 had the experience of being introduced
1:28 to the key aspects of grammar
1:30 but this isn't done in a formal way it's done
1:32 done
1:34 as function of word activities where the
1:36 child's really given
1:39 a physical
1:42 experience that highlights the
1:44 function that the word plays in our language
1:46 language
1:48 hopefully the child's also had an
1:50 introduction to
1:54 word study and reading analysis
1:57 which is um different than
2:02 sentence analysis but builds on the same
2:05 framework right
2:07 now if that hasn't happened of course
2:09 you meet the child
2:12 where he is and greet him there and move
2:14 forward along with him
2:16 the young child learns the grammar and
2:19 syntax of his language
2:22 um by just living in the environment
2:25 takes it in through the absorbent mind
2:28 and we'll begin to use grammar more or less
2:28 less
2:31 correctly and be able to understand what
2:32 others are hearing
2:35 or are saying to him and in the first
2:38 plane all of this is really informal
2:40 but in the second plane of development
2:42 we're going to take these ideas into a
2:43 formal study
2:46 it's a delving into an understanding of
2:49 our own mother tongue that's how it's designed
2:50 designed
2:55 right so we begin by looking at words
2:56 with word study right and how
2:58 interesting words are
3:01 in and of themselves just
3:04 by adding a little bit onto the end of a word
3:05 word
3:08 we can change the meaning or change its function
3:10 function
3:13 we look at individual words and then say well
3:13 well
3:17 what if we add the suffix
3:20 or a prefix what if we put two words
3:22 together and make a compound
3:26 word right it's possible the children
3:27 have been introduced to the sim
3:30 in the casa but if not they love doing
3:31 it in the elementary
3:35 and those early word study lessons
3:38 provide a lot of movement and a lot of
3:41 practice with holding things in our head
3:42 and our working memory which is one of
3:45 those executive function skills
3:48 right so we show children
3:52 also that words carry out a special
3:56 function now in the casa we call that
3:57 function of words and here we're going
4:00 to look at it as the parts of speech
4:03 we also introduce the names of each of
4:05 those parts of speech
4:07 so while the child might have had the
4:08 experience with
4:12 words that tell us what to do or how to
4:13 move our bodies
4:17 right we're now going to name
4:20 those as verbs right
4:26 we continue using the same grammar
4:28 symbols as the child has been introduced
4:31 to in the casa but we add a couple
4:35 in the casa um the children have not been
4:35 been
4:38 introduced yet to the pronoun or [Music]
4:40 [Music] to
4:42 to
4:44 you think i would have this oh the interjection
4:47 interjection
4:50 i do know it's fine um
4:52 and so those haven't been introduced yet
4:54 and those will be new symbols for the
4:55 children but the rest of the symbols
4:56 have been
4:58 and the symbols provide a nice bridge
4:59 between the casa work
5:03 and the elementary work
5:04 in the elementary we're a bit more
5:06 formal with our study of the parts of speech
5:07 speech
5:09 because we have to understand the rules
5:13 of grammar in our language
5:16 an understanding of grammar and syntax
5:18 leads to clearer thinking and more reasoned
5:20 reasoned
5:23 thinking to be able to say what we mean
5:25 and mean what we say takes an
5:28 understanding of grammar and syntax
5:30 so in the elementary we work to bring
5:32 the child to a fully
5:35 conscious understanding of grammar that
5:38 the english language uses
5:39 now if i were giving this course in
5:42 another language
5:43 it wouldn't be grammar we were exploring
5:46 of english but of another language
5:47 but here since i'm giving the course in
5:51 english that's what we will be exploring
5:53 in the elementary classroom the main
5:55 material we use to facilitate our understanding
5:56 understanding
6:00 of grammar in the context
6:03 of parts of speech
6:06 are the grammar boxes
6:08 the grammar boxes have multiple filler
6:10 boxes that are full of cards
6:14 and they for many of the parts of the
6:15 speech we also have
6:19 command cards these work
6:20 really well with the psychological
6:22 characteristics of the second plane child
6:23 child
6:25 and they're very appealing and here's
6:28 the thing grammar boxes are only fun
6:34 the phrases or sentences are already
6:36 printed on the card
6:37 and that's different than what the
6:39 children might have seen in casa in casa
6:41 the teacher would write it all out for them
6:41 them
6:44 but here they're already written
6:47 out and so the grammar boxes can really
6:48 aid the
6:52 child's reading ability and
6:55 reading comprehension and gives a lot of
6:56 practice with the subtlety of the
6:58 language especially when we get to the
7:00 later filler boxes in the command
7:03 cards there are actions
7:06 to be carried out and the child reads
7:08 what the card says
7:11 puts it out in small cards and then does
7:13 it and that's really exciting and fun
7:17 for the children in addition
7:20 to um
7:23 the fact that the children are reading
7:24 the card
7:25 and putting it out in small cards what
7:27 putting it out in small cards allows us
7:28 to do
7:32 is to um isolate
7:35 each of the different words which is each
7:36 each
7:38 each word is functioning as a part of
7:40 speech in the sentence and really look
7:42 at what is that word doing
7:44 in the context of this sentence and
7:46 that's important for english
7:47 where it is in the work it's doing
7:49 within the sentence actually determines
7:51 the part of speech
7:52 there are very few parts of speech that
7:54 are always that
7:59 there are some but there are very few
8:03 um we give the name of the part of the speech
8:05 speech
8:07 right and so we say what the function in
8:09 the sentence is we give the symbol and
8:11 then we give the name of the part of the
8:12 speech in the
8:14 elementary and this allows the child to
8:16 further classify the information within
8:21 now we have to remember the purpose of
8:22 the grammar boxes is not to
8:26 teach the rules of grammar it's to
8:29 excite the children about understanding
8:31 the language and continuing to know more
8:32 about it
8:35 and to discover which kinds of words
8:40 do what job and children
8:42 children love grammar if we approach it
8:44 in this way if we make it boring if we
8:47 force them to write the grammar boxes
8:49 and just copy them down they're going to
8:50 like grammar but if you
8:52 implement the study of grammar and
8:55 syntax the way that it's being offered
8:56 on the course
8:58 the children will absolutely love
9:01 learning more about their language
9:03 we're working with the reasoning mind
9:05 here right
9:08 it's not just that
9:11 this word is this part of speech but why
9:13 is it classified as that part of speech
9:15 and is there a way to classify it
9:17 further oh it's an article
9:20 but what kind of article and why do you
9:23 say that that's really interesting for
9:24 the children
9:27 and then being able to break the rules
9:28 when we're doing our writing and being
9:30 creative and being expressive
9:32 we have to know the rules to be able to
9:36 bend them and to be able to break them
9:40 so the command cards
9:42 typically follow the grammar box of that
9:44 part of speech and they just give
9:47 an extension of the work they extend the
9:49 child's vocabulary
9:53 and enrich the child's vocabulary
10:00 concrete physical fun experiences
10:04 with that particular part of speech dr
10:06 montessori wrote about psycho grammar
10:08 and that's not out in english yet but it
10:10 will be
10:13 and it's about a psychological approach
10:15 the same way that psychoarithmetica is
10:17 about a psychological approach to math and
10:19 and
10:21 psychogeometry is a psychological
10:22 approach to
10:25 geometry um dr montessori talks in
10:26 psycho grammar
10:29 about the philosophy of grammar
10:32 that it's not just rules and dry
10:35 definition it's allowing the children to really
10:36 really
10:39 experience and manipulate
10:43 grammar in order to come to understand
10:46 the concept or the definition that
