Sada Gul

Roll # D12905

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.
2. 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:dhdasajefhafjja
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.hfsdufs qu
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-vowel-
consonant) 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 reading):
Exercise-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
the
child 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 three-
lettered 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
booklet
and 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 the
phonogram 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.
3.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 of
the 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 studies
2. 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.
3. 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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