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Early childhood language development at GIIS<\/h2>\n
At Global Indian International School (GIIS), our early childhood learners go through our Montessori-plus curriculum \u2013 Global Montessori Plus Programme (GMP). There are five pillars under GMP and language development is part of the first pillar, known as the Excelerate Programme.<\/p>\n
As our young learners embark on a journey through the various stages of language development, we ensure students from Nursery to K2 experience a comprehensive language education. At GIIS, this approach is implemented across three levels: Nursery, K1, and K2.<\/p>\n
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Learning through phonics<\/h3>\n
The Montessori curriculum involves the Pink, Blue and Green Schemes, which begin in Nursery and continue till K2. When a young learner, aged 2.5 years or above joins Nursery with varying language abilities, the curriculum begins with the Pink Scheme. Here, the emphasis is on phonics\u2014teaching children to associate sounds with written symbols. Through engaging songs and activities, students learn to recognise and articulate sounds, starting with fundamental phonics like ‘c’, ‘m’ and ‘f’.<\/p>\n
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Enhancing learning<\/h3>\n
As part of the Montessori method, we introduce sandpaper letters for each sound.\u00a0 So, when the child is taught to use two fingers to run over letters and trace them, it creates a muscular impression so the child is able to understand better, enhancing the sensory experience.<\/p>\n
Vocabulary words are associated with these sounds, creating a foundation for language comprehension and acquisition. Nursery students engage in activities such as tracing, coloring, and hands-on tasks related to each letter. All the 26 letters are taught by the end of the year.<\/p>\n
Transition to K1:<\/strong> As students progress to K1, a four-month recap reinforces the 26 sounds learned in Nursery. This benefits new joinees as well. The curriculum then advances to introducing two-letter words, three-letter words, sight words (which cannot be read phonetically for example \u2018he\u2019, \u2018she\u2019), short phrases and sentences.<\/p>\n Picture composition is introduced to aid students to express themselves by attempting to construct grammatically correct sentences. When the students are being introduced to short sentences, they are actually being introduced to grammar. Writing skills are developed through structured activities. This is taken forward in K2.<\/p>\n \u200d<\/p>\n \u200d<\/p>\n Advancing to K2:<\/strong> Upon entering K2, students have completed the Pink scheme, and a 1.5-month recap aims at their readiness for the next phase. The Blue Scheme introduces four-letter words, followed by the complex Green Scheme phonograms, including advanced reading skills. Assessments include dictation tests along with observations done by the teachers to strengthen their fluency in reading and writing as compared to assessments in Nursery and K1, which is purely observation based. Also, materials are sent home so that the parents can see and support students. Thereby, actively engaging parents in their child\u2019s learning journey.<\/p>\n Moreover, beyond phonics, at GIIS, writing skills evolve from basic formations to constructing sentences, and students engage in creative writing, picture compositions, oratory skills, including Rebus sentences and logographics. A rebus is a visual representation of a word or syllable using a picture of an object whose name sounds like the word or syllable it represents. It requires them to think and come up with the right words.<\/p>\n \u200d<\/p>\n![\"Enquire](\"https:\/\/globalindianschool.org\/sg\/wp-content\/uploads\/2024\/02\/Enquire-Now-Banner-jpg.webp\")
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