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 describes in the book. Paste
the inset papers carrying your designs on your assignment.
Q2. Explain how word building is, introduced to children using movable
alphabet and alphabet boxes at pink, blue and green levels LARGE
MOVABLE ALPHBETS (LMA):
Exercise-1:
Material:
 A large box with 28 compartments, one for each letter of the
alphabet and
two extra which can be used for the dots of the 'i's" and "j's."
 Stiff cutout of letters made of plastic.
 Vowels are blue and consonants are red.
 Script letters are to familiarize the child to print.
Presentation:
The teacher spreads a mat on the floor. She invites 3 to 4 children.
She opens the
box of large movable alphabets. She put the lid under the box. She
allow the
children to observe the alphabets for a minute. In order to
familiarize them with
the material, she pronounces alphabets by sound. "Can someone
find ‘a’?" "Put 'e'
on the mat." "Find 'g.'" Each time the teacher calls a letter, all the
children start
looking for it until someone finds it and place it on the mat. She
repeats this
exercise for all the alphabets make sure all the children participate.
Exercise-2: Word building with Large Movable Alphabet
Material:
 Green felt mat.
 Box of large movable alphabets.
 Basket with objects whose names are three lettered.
 A notebook for tracing the words.
 A pencil and a clipboard.
Presentation:
The teacher Spread the mat and place all the material with help of
children on it.
She takes an object from the basket for example a car. If the child
identify the name
of the object, she places it on the mat. She then asks the child about
the first sound
produced by taking its name like “c” in car. She stresses on the first
sound until the
child identifies it. She then ask the child to get the alphabet from the
LMA box. She
repeat the same exercise with all the alphabets in the word and
places them in
front of that object. She then do this for all the objects in the basket
so the child
learn to make words by hearing the sounds. She allow the child to
practice on his
own. She then instruct the child to trace each word in the notebook.
PINK LEVEL WORD WORK:
At this level, word activities involve three-lettered CVC (consonant-
vowelconsonant) and two lettered phonetic words. All the alphabets
used in this level
should give their basic sound.
Exercise-1:
Material:
LMA box, pink color-coded boxes, objects having three lettered
names, a mat, small
writing booklet and pencil.
Presentation:
The teacher places the LMA box and objects on the mat. She takes
out the objects
one by one pronounces their names, takes out the required
alphabets and
construct the words. She involves the child by asking the sounds of
letters and allow
them to spell the words. After all the words are, built the child is,
asked to trace
them in his notebook.
Exercise-2:
Material:
Material is same as for exercise 1. Only pictures are, used instead of
objects.
Presentation:
This exercise is same as exercise 1 except the teacher uses pictures
instead of
objects.
Pink level blending (beginning phonetic readingExercise-1:
Material:
Pink color-coded box, containing objects having three lettered
names. Words
including middle level graphemes can be included such as ball, moon
etc. name
cards of all the objects printed on light pink paper card or laminated
cardboard, a
small tray, a booklet and a pencil.
Presentation:
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 them
name cards one by
one, placing them in front of the child, pronouncing individual letters
one by one,
pronouncing the whole word and asking the child if he could match
the name card
with the object. She also help the children at first and then allow
them to do it
independently.
Exercise-2:
Material:
Same as above exercise except pictures are, used instead of objects.
Presentation:
All the exercise is same as above only pictures are, used instead of
objects.
Exercise-3:
Material:
Pink cards A4 size with six pictures in two rows and a reading card in
an envelope,
which is, attached at the back of each pink card.
Presentation:
This exercise is, done with one child at a time. The teacher stack the
word cards
neatly. She spreads the pictures card in front of the child and tell
their names. Then
she takes out the word cards one by one and allow the child to make
sounds of
individual alphabets. She also make the child sound the whole word.
She asks thechild to place the word card under its respective picture.
She allow the child to
repeat the exercise if he wishes to.
Exercise-4:
Material:
Pink color-coded secret box containing pieces of papers folded twice,
the papers
contain three-lettered words previously used in the reading boxes.
Presentation:
The exercise is, done with every child individually. The teacher places
the secret
box in front of the child and tells her that, it is a secret box with
some words, read
it silently. The teacher takes out one paper unfold it and read it
silently then ask
the child to do the same. She invites the child to unfold all the papers
and read the
words silently. After the child read all the words the teacher, verify
them by asking
the child to whisper those words in her ear.
Exercise-5:
Material:
It includes lists of words. Each list contain six to eight words. The
words may have
a common vowel repeated in all words, an initial or final word
repeated or mixture
of three lettered words.
Presentation:
The teacher places the lists in front of the child. She asks him to
blends the sounds
of each alphabet silently and speak the whole word loudly.
Exercise-6:
Material:
A booklet with pink color outer cover. Each page of the booklet
contains a threelettered word on one side. A tray, small writing
booklet and a pencil.
Presentation:
At first, the teacher opens the booklet and turn the pages one by
one, allowing the
child to read the words on each page. Then she invites the child to
hold the bookletand turn the pages himself. She then encourage the
child to write words he has
read.
Exercise-7:
Material:
Flash cards of sight words, pink bordered white flash cards
containing words
necessary for completing a sentence or phrase.
Presentation:
The teacher introduces two to three flash cards. She uses three
period lesson to
introduce those words. First, she tells, “This is _.” Then she asks,
“show me _?” she
then shuffle the cards and ask, “What word is this?”
Exercise-8:
Material:
Six pink-colored strip with a picture on one side and a phrase on the
other side, all
the alphabets are, written in small case, the phrases include sight
words and three
lettered phonic words.
Presentation:
The teacher selects one strip at a time. She points to each word and
reminds the
child of the sight words and phonic words. She allow the child to
read the words
and then the whole sentence.
Exercise-9:
Material:
Sentence strips of pink color, containing a picture on one side and a
sentence on
the other side, capital letters and punctuation is, introduced on this
stage.
Presentation:
The teacher introduces one strip at a time to the child. She reminds
him the sight
words. She also explain the concept of punctuation and capital letter
to the child. BLUE LEVEL WORD WORK:
Blue level segmentation:
Exercise-1:
Material:
LMA box, blue boxes containing small objects whose names longer
phonetic words.
Presentation:
The teacher places the LMA and the blue box on the mat. She allow
the children to
name the objects in the blue box. The teacher takes one object, build
the name
using the LMA, and pronounce it. She allow the child to do the same.
Exercise-2:
Material:
Material is same as in exercise 1 but pictures are, used instead of
objects.
Presentation:
The process is also same as in exercise when except pictures are,
used instead of
objects.
Blue level blending (beginning phonetic reading):
These are same as in the pink level exercises. Just as the material
used are colored
blue. Using different colored format keep the interest toward
learning alive in a
child. The exercises included are as follows:
1. Blue phonetic object boxes and written cards.
2. Blue phonetic picture boxes and written cards.
3. Blue six picture cards.
4. Blue level secret boxes
5. Blue level word lists.
6. Blue level phonetic booklets.
7. Blue phrasal strips.
8. Blue sentence strips. GREEN LEVEL WORD WORK:
After the child successfully completes the pink and blue level he is,
introduced to
the green level, which includes phonograms. In this level, phonetic
words with one
phonogram are used. For example, while teaching the phonogram
“sh” the teacher
uses brush, shell, shrub, fish etc. Rarely used phonograms are
introduced to the
child when he comes across them therefore no special material is
needed.
Exercise-1:
Material:
Green boxes containing green color-coded picture and word cards,
having phonetic
words with only one phonogram. Red ink is, used for the phonogram
and the rest
of the alphabets are in black. The phonogram is, written on the lid of
the box.
Prepare separate boxes for each phonogram.
Presentation:
The teacher shows the phonogram written on the lid to the child. She
spreads the
picture cards and pile the word cards on the table. Then she shows
the words cards
one by one to the child, ask him to pronounce the word and place it
beside the
corresponding picture. The child can always refer to the lid for the
phonogram
during the exercise.
Exercise-2:
Material:
List of green cards containing words where the phonogram is in red
and rest of the
alphabets are in black. A picture of one word is, placed beside its
name card at the
top of the list.
Presentation:
The teacher introduces the phonogram to the child. She then tells
the sound of the
phonogram in the picture and first word as a clue. She asks the child
to read the
rest of the words pronouncing the phonogram and copy the words
on a paper. Exercise-3:
Material:
An envelope, containing list of graphemes representing one sound.
Presentation:
The teacher shows the envelope to the child and tells him that all the
letters sound
the same. She then takes out the list and asks him to read. She then
encourages
him to read all the lists.
Exercise 4:
Material:
Strips with pictures on one side and sentences with words containing
phonogram
on the other.
Presentation:
The teacher shows the strips to the child and encourages him to read
them loudly.
Exercise 5:
Material:
Separate booklets for every phonogram written on their cover.
Presentation:
Shows booklets to the child one at a time introduce him to the
phonogram and ask
the child to read the words inside the booklet.
Green level segmentation Exercise:
Material:
Two sets of alphabet boxes. One in red and other is black and blue.
All the letters
are, arranged alphabetically while vowel and consonants are of
same color.
Presentation:
The teacher introduces the child to alphabet boxes. She asks the
child to select a
phonogram box from reading exercise 1. She pulls out a picture from
thephonogram box and asks the child to construct the word for that
picture using the
alphabets. She ask the child to use red color alphabets for the
phonogram.
Q3.Write a comprehensive note on exercises of oral
language.

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 purposes of these exercises:
a. Speech clarity.
b. Vocabulary expansion.
c. Familiarize with different aspects of language.
d. Develops appreciation and enjoyment toward language.
e. Prepares 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 begin with very broad classifications.
Later, the teacher
moves to the sub-classifications. The teacher simply works from
simple to more
complex, groups of vocabulary. She present the child with words that
he has
already familiar. Three Period Lesson style is very effective.
Exercise-1: Objects of the Environment
Materials:
The objects of the environment such as chair, table or lamp
Presentation:
The teacher chooses three words broadly representing a category.
For example,
floor, wall, and ceiling. She uses the three period lesson. She asks to
name one ofthe things. For example, floor. She touch the floor, “This
is the floor.” Then she asks
the children to do the same. The she do the same with the other
words. Then she
asks one child at a time to show her one of the three. Then she asks
the name of
each object. She repeats until the children are comfortable with
these three words.
She then introduces other examples for word categories such as
Table, Chair, and
Shelf. Bowl, Spoon and Tray. Jug, Scissors and Bin. Soap Dish, Brush
and Sponge.
Exercise-2: The Sensorial Materials
Materials:
The sensorial materials
Presentation:
The teacher uses three period lesson 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-3: Classified Cards
Material:
A set of labeled or unlabeled picture cards representing a class of
things, e.g.
animals, plants, furniture etc.
Presentation-1:
The teacher Invites children to work. She chooses one set of cards.
Introduces the
cards conversationally/non-formally. Shows the child the
classification card and
Talks about what he sees on that card. Places the card face down
next to the box
of cards. She shows all the cards and Separates the cards he knows
and the cards
he does not know. She teaches the names of the cards he does not
know by doing
a Three Period Lesson with three cards at a time. When the child is
sure of all of the
names, she mixes them with the cards he knows. Do a second Three
Period Lesson
with the entire set. Put the entire set back into the box.
Presentation-2:
The teacher chooses two sets of cards that the child has already
familiar. She then
takes out the two classification cards and mixes them together. She
places the
classification cards next to each other, with ample space on the mat.
She asks the
child to name each card, one by one and place it in a column under
its appropriate
classification card. Once the child is comfortable using two sets, she
introduces
them to three or four different sets.
Exercise-4: The Nomenclature Cards
Materials:
Collections of Classified Nomenclature cards. Illustrating geography,
geometry,
biology, and other sciences. About 200 sets of cards that can be,
changed regularly
and frequently if needed.
Presentation:
Same as classified cards presentation.
Exercise-5: The Vocabulary of Social Relations
The use of grace and courtesy words are, introduced and they are
role-played.
Material:
Objects in the environment may be used.
Presentation:
The teacher invites 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.
Indirect purpose:
Preparation for other cultural studies2. LANGUAGE TRAINING:
Exercise-1: Reading and telling stories:
This exercise is, done with one child or a small group of children. The
teacher make
them sit in a semi-circle, so that every child has a clear view of the
teacher’s
gestures and facial movements. Which helps a child to understand
the meaning of
the story. The stories are about reality, whether true or fictional.
Fantasy stories
are for the older children. Telling stories strengthens relation of a
teacher and
children. Teacher avoid showing pictures during this exercise so the
child uses his
own imagination. She also ask children to share their stories as well.
Similarly,
teacher sometimes read story from a book. Well-constructed real
stories are,
chosen, though they do not have to be true. Once the story is, read
to the children,
it goes to the Book Corner where the children are free to look at it.
Exercise-2: Poetry-Rhymes, jingles and songs
Poetry is a mode of self-expression and communication that attracts
the young
child. The teacher takes special care while selecting a poem so as it
does not depict
any kind of negative message. She starts with short poem, which are
easy to
memorize. She reads the poem aloud then read one sentence at a
time and asking
the children to repeat after her. This continues in this way until the
child learns the
entire poem. She also tries to create poems. Rhymes and Jingles are,
taught in the
same manner as with poetry.
Exercise-3: Books corner
The book corner is a place where the child goes to read a good book
or just look at
the pictures in a book. This corner, in a Montessori classroom, is a
special place.
The materials used to create a book corner like a floor mat,
lamplight etc. make this
place even more special. Only two chairs are, placed in the book
corner to make it
a calm and peaceful area. Books with least amount of text and more
pictures are,
placed on the bottom shelf. It moves up depending on the amount of
text. This
allows the youngest children to have easy access to the books with
less text and
more pictures. Quality of the books are, also maintained. Exercise-4:
News Time
Sharing news is, done in any time of the day. Giving news is, done
one-on-one with
the child, in small groups, or even with the whole class. This exercise
is, not done
as routine or it loses its essence. This exercise develops confidence
and improves
expression of a child. It is important for the teacher to listen to the
child with
interest and immediately. The child can repeat his news during News
Time, in front
of the class if he wishes. The teacher also encourages them by
sharing news herself.
The teacher may ask open-ended questions to help shy children be
more
descriptive. The other children may also help by asking their own
questions. The
teacher help each child feel comfortable in sharing his news.
Exercise-5: Asking questions Game
These are fun games, which help the child to think more than he
would naturally
do. It is a great exercise of brain. This can be, played individually or
with a group of
children. For example, if a child had fries for lunch, the teacher may
ask:
What are, they made of?
Where does potato come from?
What color is a potato?
What else can we make from potato? Etc.
The teacher repeat these exercises regularly to encourage sharing of
ideas.
Exercise-6: Grammar games:
These games are, played to; informally introduce parts of speech to
a child and
their proper use.

4. Prepare at least one sample material for every exercise at

Pink, Blue and Green
levels. Submit the material along with your assignment.