SUNDUS FARASAT

ROLL NO. D14898

LANGUA
GE AND
PHONIC
S
 SUNDUS FARASAT
ROLL NO. D14898

ASSIGNMENT MODULE 4

1.CUT OUT 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 ASSIGNMEMT.
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 SUNDUS FARASAT
ROLL NO. D14898

2. EXPLAIN HOW WORD BUILDING IS INTRODUCED TO CHILDREN

USING MOVEABLE ALPHABET AND ALPHABET BOXES AT PINK,
BLUE AND GREEN LEVELS.
PINK LEVEL
Pink level consists various segmentation and blending of three
lettered CVC and two lettered phonetic words. All the words in
pink level have the basic sound. For example, the word “cut” has
u basic sound, rather the word “put” has different sound of u, so
the word “put” is not included in pink level.
PINK PHONETIC OBJECT BOXES AND LMA
MATERIALS
 Large movable alphabet (LMA) box
 Wooden/plastic/card-board boxes color coded pink
 Small objects naming three letter words e.g. bat, rat, cat
etc. Almost 6 to 8 in each box.
 Mat
 Small writing booklets with traceable words.
 A pencil
PRESENTATION
i. The child must familiar with word building by using large
movable alphabets box which has 28 compartments one for each
letter and 2 extra for i and j dots. Letter are made of
plastic. Vowels are blue and consonants are red.
ii. Place the LMA box on the left hand side of the mat. Open it
and place the lid under the box.
iii. Place the object on the right hand and take out one object.
iv. Ask the children to name it or else tell the name of the
object
v. Take out and pronounce the sounds of letters one by one.
Construct the word in front of object and read it whole word.
vi. Repeat with other objects and help the child to construct
their names.
vii. Trace all the names of the objects on booklet if the child is
ready.
viii. Tell the child to work with other pink boxes on the shelf.
PINK PHONETIC PICTURE BOXES AND LMA
MATERIALS
 LMA box
 Mat
 Small writing booklets
 Pencil
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ROLL NO. D14898

 Pink boxes contain pictures of three lettered words

PRESENTATION
i. Place the LMA box on the left hand side and pictures
containing on the right hand side of the mat.
ii. Take the picture of object from box and ask the name of it
from child or else tell the name of object.
iii. Ask the child to construct the word in front of pictures.
iv. Repeat with other pictures and trace the booklet.
v. Ask the child to pick any other pink box containing pictures.

BLUE LEVEL
Blue level works on the building and reading four or more
lettered phonetic words.
BLUE PHONETIC OBJECT BOXES AND LMA
MATERIAL
 LMA box
 Blue boxes containing small objects such as ring, plug, camel
etc.
 mat
PRESENTATION
i. Set up LMA box and blue box of objects on the mat.
ii. Open the box and ask the child to name the objects in the blue
box.
iii. Build the word with movable alphabets and allow the child to
take over at any stage.
iv. Continue to build the names of the objects in the box.
v. Read each word and encourage the child to read along.
BLUE PHONETIC PICTURE BOXES AND LMA
MATERIAL
 LMA box
 Blues boxes containing pictures of the objects
 Mat
PRESENTATION
i. Place the LMA box and blue boxes containing pictures of the
objects
ii. Place the pictures in the row and ask the child to build the
name of them in front of all.
iii. Read them all and encourage the child to read them.
 SUNDUS FARASAT
ROLL NO. D14898

GREEN LEVEL
Green level works on the reading and building words containing
phonograms. There are 20-30 phonograms that children need to
learn.
GREEN PICTURE BOXES WITH ALPHABET BOXES
MATERIAL
2 sets of alphabet box – one in red and the other in black or
blue. In each box the vowels and consonants are the same color
and letters are arranged alphabetically.
PRESENTATION
i. Put 2 alphabet boxes side by side on the table or floor mat
and invite the child.
ii. Guide him to select that phonogram box with which he is
familiar.
iii. Bring the phonogram box at workplace and ask the child about
sound represents on the lid of the box e.g. /ch/.
iv. Invite the child to select the letters present on the lid from
red alphabet box and build phonogram on the top of the lid.
v. Take out the picture card and place on the mat like chin, chip
, rich etc.
vi. Invite the child to form the word using alphabet boxes.
vii. Guide him to use the chosen color of the phonogram i.e., red
to build the digraph “ch” and build the rest of the word with
the other set.
viii. Repeat with other picture cards and encourage the child to
write the word on a piece of paper using color pencils red and
blue or pencil.
ix. Child may take out any phonogram boxes and practice building
the words.
 SUNDUS FARASAT
ROLL NO. D14898

3. WRITE A COMPREHENSIVE NOTE ON EXERCISES OF ORAL

LANGUAGE.
ORAL LANGUAGE EXERCISES
At the age of three years, child can consciously begin to explore
the language. Before child already command over spoken English
and constructing language skills unconsciously but now it is time
to consolidate all the previous and upcoming knowledge
consciously. Children should be provided with all the necessary
language tools.
GROUPS OF ORAL LANGUAGE EXERCISES
Oral language exercises are divided into 2 groups,
1. enrichment of vocabulary
2. language training
PURPOSES OF ORAL LANGUAGE EXERCISES
The purposes of oral language exercises in Montessori ‘s oral
language lessons are
 Speech clarity
 Large expansion of vocabulary
 Familiarity in various aspects of language
 A level of appreciation and enjoyment of language
 Indirect preparation for the written language work for reading
and creative writing.
RESOURCES
The resources must be provided to maximize learning and make it
fun filled experience. The resources are,
Materials from the classroom
Classified cards
Different pieces of literature
And the directress herself.
1. ENRICHMENT OF VOCABULARY
The children learn new words on a daily basis through formal
language lessons and classified group activities. Language lesson
must be given to a child right from the first day he enters the
classroom. This way children get familiar with names of the
objects in the environment and gain vocabulary. Lessons must be
beginning with classification to sub-classifications like from
animal to mammal. The basic Montessori rule “SIMPLE TO COMPLEX”
must be applied. Use three period lesson while presenting any
exercises. Start with few new words to new children in vocabulary
enrichment exercises. These exercises will enrich child
vocabulary, observation, environment classification understanding
and prepare them for other cultural studies.

EXERCISE 1
 SUNDUS FARASAT
ROLL NO. D14898

OBJECTS OF THE ENVIRONMENT

MATERIALS
Choose three objects of the environment, representing one
category such as
 Floor, wall, ceiling
 Table, chair, shelf
 Bowl, spoon, tray etc.
PRESENTATION
i. Invite a small group of children to work with you. Sit on
the floor of the classroom comfortably.
ii. Begin three period lesson by naming one of the things e.g.;
say and touch “this is the floor”. Ask the children to touch
and repeat along with you.
iii. Same way show children wall and ceiling.
iv. Then ask one child to show you floor, wall or ceiling.
v. Ask the child to name them while touching or pointing floor,
wall or ceiling.

EXERCISES 2
THE SENSORIAL MATERIALS
MATERIALS
The sensorial materials
PRESENTATION
Use three periods lesson to introduce nouns and adjectives
(positives, comparatives, and superlatives) related to each
sensorial material. The child is given the language lessons in
sensorial material after he has mastered the use of a material
and is at point where he has lost some interest in the material.

EXERCISE 3
CLASSIFIED CARDS
MATERIALS
A set of labeled or unlabeled picture cards representing a class
of things e.g. animals, plants, kitchen tools, cleaning tools
furniture etc.
PRESENTATION 1 (three period lesson)
i. Choose one set of cards e.g. kitchen and invite one child or
a small group of children to work with you.
ii. Introduce all cards to the children non-formally.
iii. Show the classification card like kitchen and now go through
all the cards related to kitchen e.g. knife, toast, spoon,
stove etc. Separate the cards he knows and the cards he does
not know.
PRESENTATION 2 (SORTING CARDS)
 SUNDUS FARASAT
ROLL NO. D14898

i. Choose 2 sets of cards e.g. living room and vehicle.

ii. Take out the classification card and refer them as matching
cards.
iii. Mix up the remaining cards in one pile.
iv. Ask the child to pick one card at a time from the pile, says
it name and place it in a column under its appropriate
matching card.
v. Later 3 or 4 different sets are used in the same way.
EXERCISE 4
NOMENCLATURE CARDS
The cards that are used in particular science or art such as
geography, geometry, biology etc. It is the collection of
unlabeled classified picture cards illustrating any specific
terms. One should have 200 sets of cards that will change
regularly and frequently whenever needed.

EXERCISE 5
SOCIAL VOCABULARY
The vocabulary is given through role play as in grace and
courtesy lessons in exercises of practical life. Words and
phrases like thank you, sorry, excuse me, please, forgive me,
good morning, good afternoon, good evening good day, see you etc.
are introduced and their use is role played. Some objects present
in the environment can be used. Invite the group of children and
act the term that need to be taught. Ask the children to repeat
that little drama.

2.LANGUAGE TRAINING
The child undergoes a great variety of language experiences. He
is exposed to many forms of literature, exercises of self-
expression, and games to learn grammar of a language.
EXERCISE 1
TELLING AND READING STORIES
Make the children, if more than one, to sit in semi-circle for
view clarity while telling stories. Gestures and facial
expression are required to develop children interest alive. The
selection of stories is really important, so select true or
fiction but reality based stories. Fantasy stories can be told to
the older children. While reading story to the children do not
show the images too often. Telling/reading stories strength the
relationship between the child and directress.

EXERCISE 2
 SUNDUS FARASAT
ROLL NO. D14898

POETRY – RHYMES, JINGLES AND SONGS

Poem should do one per week. Short poems should select in the
beginning that can be memorized easily. The directress first read
the poem loud to the children. Then she repeats the first line of
the poem and has the children repeat after her.
EXERCISE 3
BOOKS CORNER
The mini library should be provided within classroom. It consists
of low bookshelves, floor mats, lamp, table and two chairs and a
good collection of books. Those books should select which have
least amount of text and maximum pictures so younger children can
take those books and show interest.
EXERCISE 4
NEWS TIME
The directress can encourage sharing of news during the news time
by sharing news herself or by children. This can be done any time
of the day but not as a daily activity.
EXERCISE 5
ASKING QUESTIONS GAME
A series of question can make the child think more than he would
naturally do, thus doing a great exercise of mind.
EXERCISE 6
GRAMMAR GAMES
Grammar games are played to introduce the parts of speech like verb, noun etc. and teach their
proper use to the child.
 SUNDUS FARASAT
ROLL NO. D14898

4. PREPARE A COMPLETE SET OF MONTESSORI LANGUAGE MATERIAL TO BE

USED AT PINK, BLUE AND GREEN LEVELS.
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