Shumaila Naz

Roll No. D20898

PMC

Assignment

Module 4

Montessori Language Exercises

SHUMAILA NAZ

Roll No. D20898

 Shumaila Naz
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Question No. 1

Cut out all 10 metal inset shapes on tough chart paper and create designs of varying levels

as described in the book. Paste the inset papers with your designs on them in your

assignment.

Answer:
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Question No. 2

Explain how word building is introduced to children using the Moveable Alphabet and

Alphabet boxes at Pink, Blue, and Green Levels.

Answer:
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A child is prepared to construct words using the huge movable alphabet once he has

mastered the alphabet's phonetic sounds and the ability to recognize them in words. Work out:

Stiff cutouts of plastic letters and a huge box with 28 compartments—one for each letter of the

alphabet—are among the materials needed. For contrast, vowels should be blue, and consonants

should be red. The director begins by laying a mat on the ground. She opens the LMA box,

allowing the kids to see the alphabet while she calls out the letters by sound and asks them to

identify the corresponding letter. To ensure maximum student participation, the letter is placed

on the mat once the child has completed the alphabet exercise.

PINK LEVEL

At this level, word activities involve three-lettered CVC (consonant-vowel-consonant)

and two-lettered phonetic words. All the letters used in this level should give their basic sounds.

Exercise

The supplies needed for this practice are Pink boxes filled with cute little items, each with

a three-letter phonetic word name, such as "cat," "box," "cup," "pig," and "pot," among others. A

mat is laid down on the floor by the director. The lid of the alphabet box is placed aside and

opened. The instructor demonstrates to the student how to take an object, put it on the mat, and

write its name next to it. Then, the student takes another object, places it beneath the first one,

and writes its name next to it. The child works independently as soon as he has grasped the

practice. He constructs their names after placing each item on the mat one at a time. Any of the

pink boxes can be used in the same manner by the child.

Blending

The necessary supplies include a pink colour-coded box filled with items bearing three-

letter names. Words like "ball," "moon," and other middle-level graphemes can be added. All of
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the items' name cards must be printed on light pink paper or laminated cardboard. After asking

for each object's name or stating it herself, the teacher removes each one individually and sets

them on the table. Subsequently, she eliminates each name card individually, sets them in front

of the child, pronounces each letter separately, pronounces the entire word, and asks the

youngster whether he can match the name card to the object. At last, she lets them do the same

on their own.

BLUE LEVEL

After the child has successfully read three-letter phonetic words, they are ready to begin

building and reading four- or more-letter phonetic words in the blue level.

Exercise

For this exercise, the required materials are a large, movable box and blue boxes

containing small objects with longer names, phonetic words. The teacher places the LMA and

the blue box on the mat, allowing children to name the objects in the blue box. The teacher takes

one object, builds the name using the LMA, and pronounces it. Finally, she allows the child to do

the same.

Blending

Materials required for this exercise are the same as for the exercise above. The teaching

aim is for children to learn how to read phonetic words, and they are given ample practice

through the use of phonetic booklets, secret boxes, sentence strips, word lists, and picture cards.

GREEN LEVEL

The child is finally introduced to the green level, which comprises phonograms, after

completing the pink and blue levels. In this level, phonetic words with one phonogram are used.

For example, when teaching the phonogram “sh,” the teacher introduces the child to words like
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brush, shell, shrub, and fish. Less common phonograms are only introduced to the child as and

when he comes across them.

Exercise

First, green boxes containing green, colour-coded picture and word cards with phonetic

words that use only one phonogram are arranged. Phonograms themselves are in red while the

rest of the alphabet is in black. The phonogram is written on the top of the box. Each phonogram

has its own dedicated box. The directress shows the phonogram written on the lid to the child.

She spreads the picture cards and piles the word cards on the table. Then she shows the word

cards to the student turn by turn, asking him to pronounce each word and then place it beside the

corresponding picture.

Question No. 3

Write a Comprehensive note on Exercises of oral language.

Answer:

Oral Language

When the child arrives in a Montessori classroom, he already has a complete spoken

language. During his first three years of life, the child has been constructing his language, and

now, in the Montessori classroom, he will be consolidating what he knows. Because the child's

will is being built, he can consciously begin to explore language. This is the perfect time for the

child to gain the correct tools in his home language. To teach the child correct oral language, the

Montessori method categorizes learning into two distinct groups. The first group she called "The

Enrichment of Vocabulary." In these activities, the child learns new words daily through formal

lessons and classified groups. The second group of oral work is called "Language Training". In
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these exercises, the child experiences a great variety of language experiences. He learns through

various forms of literature, exercises in self-expression, and games to master the language's

grammar. Through both of these groups of exercises, the child's later learning in reading will be

facilitated by the recognition of words. This is the foundation for all other language expressions.

The purposes of Montessori's Oral Language lessons are vast. Children will gain clarity

in speech, a significant expansion of vocabulary, familiarity with various aspects of language,

such as correct usage, artistic expression, an extensive range of language, awareness of language

structure, and, most importantly, an appreciation and enjoyment of language. Through all of the

Exercises, the child is also being indirectly prepared for the written language work of creative

writing and later, total reading.

In the Oral Language lessons, materials are used from the classroom to aid the child's

learning. Some lessons require objects directly at the school, while others call for classified

cards, different pieces of literature, and even the directress as a language model and source of

learning. Because the directress plays a vital role in the child's growth in oral exercises, she

needs to conduct these lessons daily with every child in the class. Two Montessori groups teach

children oral language.

1. The enrichment of vocabulary

2. Language training

THE ENRICHMENT OF VOCABULARY

From the very initial days in the new Montessori environment, children naturally and

systematically begin to gain vocabulary as the teacher discusses objects in their surroundings.

For this part of the lesson, the directress first begins with broad classifications that a child is

likely to already be familiar with, before moving to sub-classifications that comprise more
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complex vocabulary. The three-period lesson style is a highly effective teaching method for the

Montessori approach.

LANGUAGE TRAINING

This part of the lesson aims to clarify speech and develop self-expression in Montessori

children. Examples of relevant exercises for this group are presented below:

Reading and Telling Stories

This exercise can be done with a group of children or one-to-one. The directress arranges

students in a semi-circle so that every child has a clear view of the teacher's body language,

gestures, and facial expressions, which can help the child better understand the meaning of the

story. The stories should be grounded in reality, whether based on actual events or a work of

fiction, rather than fantasy. She should avoid showing pictures during this exercise so the child

can use their own imagination. Children should also be encouraged to share their own stories.

Once the story has been read aloud to the children, it is returned to the Book Corner (explained

below), where the children are free to look at it. Storytelling also helps strengthen the teacher-

student relationship.

Books Corner

The book corner is a place where children go to read a good book or simply look at the

illustrations. To make this corner more inviting and engaging for children, it should be colorful

and equipped with a lamp, a floor mat, a couple of chairs, and other suitable items. Books with

the least amount of text and more pictures should be placed on the bottom shelf to make it

accessible for the youngest children, whereas the books with more lengthy texts should be placed

higher up for relatively older students. The quality of the books must also be maintained.

Poetry, Songs, Rhymes, and Jingles

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Poetry is a mode of self-expression and communication that attracts young children. The

directress should take special care while selecting a poem to make sure it does not contain any

explicit content or convey any negative influence. She should start with shorter poems that are

easier to remember, reading them aloud and asking the children to repeat after her, until they

have learned them by heart. She may also use children's songs, rhymes, and jingles to add variety

to her lessons.

News Time

This exercise involves sharing news sporadically with each other, i.e., students with the

directress and vice versa. This exercise helps develop confidence and enhance a child's

storytelling and expression. For the exercise to be effective in its goal, however, it is vital that the

directress listens to the child with keen interest, and does not interrupt them except to encourage

them to share further details by asking questions, etc., if they are feeling shy or lost for words.

Asking Questions Game

These are games that help children think more deeply and exercise their brains in a fun

way, played in groups or even individually. An example of this would be asking questions about

the lunch a child brought to school, for example, a club sandwich. The directress could ask a

series of relevant questions, like, "What is the sandwich made of?" "Where do the ingredients

come from?" "What colour are they?" etc. The directress should repeat these exercises regularly

to encourage brainstorming and the sharing of ideas.

Question No. 4

Prepare at least one sample material for every exercise at Pink, Blue, and Green levels.

Submit the material along with your assignment.

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Answer:

PINK LEVEL
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BLUE LEVEL
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GREEN LEVEL
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