ASSIGNMENT MODULE 4

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Question 1: Cut all the 10 shapes of metal insets on tough chart paper and make creative
designs of all levels as described in the book? Paste the inset papers carrying your designs
on your assignment.

Answer:
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 ASSIGNMENT MODULE 4
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Question 2: Explain how word building is introduced to children using Moveable Alphabet
and Alphabet boxes at Pink, Blue and Green Levels.
Answer
LARGE MOVEBALE APLHABETS (LMA):
When the child has learnt the phonetic sounds of the alphabets and has develop the ability to
identify them in words, he is ready to build words
with the large moveable alphabets.

Exercise: Material required includes a large box with 28compartments, one for each letter of the
alphabets, stiff cut outs of plastic letters. Vowels should be blue and consonants red for contrast.
The directress starts by spreading a mat out on the floor. She open the box of LMA, allowing
children to observe the alphabets as she pronounces alphabets by sounds and task them to build
to the find the pronounced letter. When a child successfully doses so, the letter is placed on the
mat and exercise is repaired of all the alphabets ensuring maximum student preparation.

PINK LEVEL WORD WORK:

At this level, word activates involve three lettered CVC (consonant-vowel-consonant) and two
lettered phonetic words. All the alphabets used in this level should give their sounds.

Pink Level Segmentation Exercise: Material required for this exercise are pink boxes
containing small objects whose names are three letter phonetic words. For [Link], box,
cup, pin, bat etc. The directress spread out a mat on the floor. The alphabet box is opened with
the lid set aside. The shows the child how to take an object and put it under the first one and
build its name beside it, and then take another object and put it under the first one and build its
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name. As soon as the child has understand the exercise, he works alone. He puts the object down
one at time on the mat and
builds their names. The child can use any of the pink boxes in the same way.
Pink Level blending (beginning phonetic reading) Exercise: Materials required are pink color
coded box, containing objects with three lettered names. Words including middle level
graphemes can be included such as ball, moon etc. Name cards of the entire object should be
light pink paper card or laminated cardboard. The teacher takes out all the objects one by one,
asking their names or telling them herself and placing them on the table. She then takes out the
names card one by one, placing them in front of the child, pronouncing individual letters one by
one, pronouncing the whole words and asking ID the child if he could match the name card with
the object. Finally she allows them to do the same independently.

BLUE LEVEL WORD WORK:

After the child has successfully reading three letter phonetic words, he is ready to begin word
building and reading four or more letter phonetic words on the blue level.

Blue Level Segmentation: Exercise: For this exercise, materials required are large moveable box
and blue boxes containing small objects with names that are longer 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 sing LMA, and pronounces it. Finally she
allows the child to do the same.

Blue Level blending (beginning phonetic reading):

Exercise: Materials required for this exercise are the same as for the exercise above. Now the
teaching aim is for the children to learn how to read the phonetic words and give them ample
practice through use of phonetic booklets, secret boxes, sentence strips word list, picture cards
etc.

GREEN LEVEL WORD WORK:

The child is finally introduced to the level comprised of phonograms after the successful
completion of the pink and blue level. In this level, phonetic words with the phonograms are
used. For example, while teaching the phonograms “sh” the teacher introduces the child to words
like brush, shell, shoe, ship, cash etc. Less phonogram is only introduced o the child as when he
comes across them.
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Exercise: First off, green boxes containing green coded picture and word cards containing
phonetic words with only one phonogram are arranged. Phonograms themselves are in red while
The phonogram is written on the top of the box. Each phonogram has a different box dedicated
to it. She spreads the picture cards and piles the word cards on the table. Then shows the word
cards to the student turn by turn, asking him to pronounce each word and then place it beside the
corresponding picture.
Q3. Write a comprehensive note on exercises of oral language.
Answer: Exercises of oral language:

Before entering the Montessori, most of the children have started construction words and
sentences. This is, done by them unconsciously, Montessori equip the child with the tools
required for language development. There are two groups in Montessori for teaching correct oral
language to the child.
1. The enrichment of vocabulary
2. Language training

Purpose: Following are the main purpose of:

a. Speech clarity. b. Vocabulary expansion. c. Familiarize with different aspects of language.
d. Develops appreciation and enjoyment toward language. e. Prepare for, writing work and
reading.

1. The Enrichment of Vocabulary:

From the first day, teacher starts talking about the objects in the environment, the children gain
vocabulary and it helps in the orientation of their new environment. For this lesson, the teacher
begins with very broad classification. Later, the teacher moves to the sub-classifications. The
teacher simply works from simple to more complex, groups of vocabulary. She presents the child
with words that he has already familiar. Three Period Lesson style is very effective.
Exercise: Objects to the Environment. Materials: The objects of the environment such as table,
chair or lamp.
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Presentation: The teacher chooses three words broadly representing a category. For example,
floor, wall, and ceiling. She uses the three period lessons. She ask to name one of the things. For
example, floor. She touches the floor, “This is the floor.” Then she ask the children to do so.
Then, point to the ceiling and say, “That is the ceiling.” Repeat for a few times and have the
children repeat with you. Then ask one child at time to show you the floor of the ceiling. Repeat
until the children are comfortable with these three words. Now, ask the child to name the
different things while touching the floor or pointing to the ceiling. “What is this/that?”

The Sensorial Materials:

Materials: The Sensorial Materials

Presentation: The teacher uses three period lessons to introduce nouns and adjectives related to
the sensorial material. Language lessons on the Sensorial Materials. The child is, given the
language lessons after he has mastered the material, and is at a point where he has start losing
interest in the material.

Exercise
Classified Cards
A set of labelled or unlabelled picture cards representing a class of things. E.g. animals, plants,
kitchen tools, cleaning tools, furniture etc.
Presentation 1 :( Three Period Lessons):
1. Chose on set of cards and invite one child or a small group of children to work with you.
2. Introduce the cards conversationally.
3. Show the child the classification cards, and discuss what he sees on the card.
4. Go through all of the cards and separates the cards he knows on the cards he does not know.
5 Teach the child the name of the cards he does not know by doing a Three Period Lesson with
three cards at a time.
6. When child is sure o all the names, ix the cards he first did not know with the cards he knew.
7. Lay out all the cards on the table in a column from top to bottom and say the names you do so.
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8. Mix them again and invite the child to lay them out, and ask him to say the names of the
objects on the cards as he do so.
9. Do a second three period lesson with the entire set.
10. Put the entire set back into the box.

Presentation 2: (Sorting Cards)

1. Choose two sets of classified cards that the child is already well familiar e.g transport and
living rooms cards.
2. Take out the classification card from each set e.g one card from the set of transport means and
one from that of living room.
3. Mix the remaining cards in both the sets together in one pile.
4. Place the matching cards next to each other, with some reasonable space between them
towards the top of the table.
5. Ask the child to pick up one card at a time form the pile, says its name and place it in a
column under its appropriate matching card.

Exercise

Nomenclature Cards
Materials: Collections of unlabeled classified picture cards illustrating terms, as those used in a
particular science or art such as geography, geometry, biology, etc.. Have about 200 sets of cards
that you will change regularly and frequently whenever needed.

Presentation: Same as classified cards presentation.

Exercise

Social Vocabulary: The use of grace and courtesy words are, introduced and they are role
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Played.

Material: Objects in the environment can be used.

Presentation: The teacher involves the children, demonstrate the term and act it herself. She
then ask the child to repeat it.

Direct Purpose:

Enlarge the child’s vocabulary. Help classification of the environment.

In Direct Purpose: Preparation for other culture studies.

2. LANGUAGE TRAINING:
Exercise 1:

Telling and Reading Stories:

Make the children sit in semi-circle for the clarity of view, if you are reading / telling the story
to more than one child. This is important to keep the interest of the children alive, and make your
gesture and facial expressions visible, which helps children understand the story better. When
reading a story, don’t show the images or pictures too often to the child, so that the child can
makes his own images in his mind. Also give credit to the author and the illustrator. Encourage
children to sometimes share their own stories, or the stories they have heard from you. Once the
story has been read to the children, it can go to the Book Corer where the children can look at it
whenever they like.

Exercise 2:
Poetry – Rhymes, Jingles and Songs: Poetry is made of self-expression and communication
that attracts young children. The directress should take special care while selecting a poem so as
to make sure it does contain any explicit content or convey any negative influence. She should
start with the shorter poem that is easier to memories, reading them aloud and asking the children
to repeat after her, until they have learned it by heart. She may do the same with children’s;
songs, rhymes and jingles to bring variety.
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Exercise 3:
News Time: By sharing news we develop the child’s confidence and provide him practice in
self-expression. Sharing news is a brilliant way to express oneself, and it is an important moment
for the child. The directress should listen to the child with interest when he is sharing news,
whether the news is big or small without postponing. Later on, the directress can ask the child to
share the same news with the whole class during the news time if he so wishes.

The directress can pose intelligent questions to introvert and shy children, requiring more
description of the news they want to share.

Exercise 4:
Asking Question Game: These are games which 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 cookies The directress
could ask a series of relevant questions like, “What is this cookies made of” “Where do the
ingredients come from?” “What colors are they?” etc. The directress should repeat these
exercises regularly to encourage brain storming and sharing ideas.

Exercise 5:
Grammar Games: These games are played to introduce parts of speech and their proper use to a
child informally by way of casual conversation.

Q4: Prepare a complete set of Montessori Language material to be used at Pink, Blue and
Green Levels.

Answer:

Pink Phonetic Object Boxes with LMA

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Pink Phonetic Picture Boxes with LMA

Pink Phonetic Object Boxes with Written Cards

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Pink Level Secret Box

Pink Level Word List

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Pink Level Phonetic Booklets

Pink Sight Words

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Phrasal and Sentences Strips Pink Level

Pink Sentence Strip

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Blue Level Word Work

Exercise 1: Blue Phonetic Object Boxes and LMA:

Exercise 2: Blue Phonetic Picture Boxes and LMA:

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Reading Exercise 1 Blue Phonetic Object Boxes and Written Cards

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Reading Exercise 2 Blue Phonetic Picture Boxes and Written Cards

Reading Exercise 3 Blue Six Picture Cards:

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Reading Exercise 4 Blue Level Secret Boxes

Reading Exercise 5 Blue Level Word List

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Reading Exercise 6 Blue Level Phonetic Booklets

Reading Exercise 7 Blue Phrasal Strips

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Reading Exercise 8 Blue Sentence Strips:

Green Level Word Work Reading Exercise 1

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Green Picture Boxes and Written Cards:

Green Sentences Strips

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Reading Exercise 3 Green Lists of Words 2