IQRA

NAYYAB
D18333
Assignment 4
LANGUAGE & PHONICS
EXERCISES
Module-4
Question 2: Explain how word building is introduced to children using
Moveable Alphabet and Alphabet boxes at Pink, Blue and Green
Levels.

Answer:

LARGE MOVABLE ALPHABETS (LMA):

Once a child has learned the phonetic sounds of the alphabet and can
recognize them as words, they are ready to form words in a large
movable alphabet.
Exercise:
Materials needed include a large box with 28 compartments (one for
each letter of the alphabet), and sturdy cutouts of plastic letters. In
contrast, vowels should be blue and consonants red. The principal begins
by laying a mat on the floor. She opens the box of her LMA and while she
pronounces the alphabet on her phone, she invites the children to look at
the alphabet and find the letters that are pronounced. Once the child has
successfully done this, the letters are placed on the mat and the practice
is anchored to all alphabets to ensure maximum student participation.

PINK LEVEL WORD WORK:

At this level, word activities include 3-letter CVCs (consonant-vowel-

consonant) and 2-letter spoken words. All alphabets used in this level
should reflect the basic sounds.

Pink Level Segmentation:

Exercise:
The materials needed for this activity are pink boxes filled with
charming little objects whose names are three-letter phonetic words,
such as cats, boxes, cups, pigs, and pots. The principal spreads the mat
on the floor. She opens the alphabet box with the lid aside. The teacher
shows the child how to take an object, put it on the mat, write his name
next to it, take another object, put it under the first and make a name.
Once the child understands the movements, he works on his own. One
by one, he puts the items on the mat and names them. Your child can
use each pink box in the same way.
Pink Level Blending (beginning phonetic reading):

Exercise:
The material you need is a pink box containing an item with a three-letter
name. It may contain words with intermediate-level graphemes, such as:
B. Balls, Moons, etc. All object name cards must be printed on light pink
colored paper cards or laminated cardboard. The teacher takes out all the
objects one by one, asks for their names or names them themselves and
puts them on the table. She then took out one of her business cards,
placed them in front of the child, pronounced the individual letters one
after another, pronounced the whole word, and asked the child if she
could match the business card with the object. Finally, she allows them to
do the same independently.

BLUE LEVEL WORD WORK:

After reading the 3-letter phonetic words, the child is ready to build and
read the 4-letter phonetic words at the blue level.
Blue Level Segmentation:

Exercise: The materials needed for this exercise are a large movable
box and a blue box containing smaller items whose names are longer
spoken words. The teacher places her LMA and blue box on the mat
and has the children name the items in the blue box. A teacher
receives an object, forms a name in the LMA, and pronounces it.
Ultimately, she gets her child to do the same.
Blue Level Blending (beginning phonetic reading):
Exercise: The materials needed for this exercise are the same as the
exercise above. The purpose of this lesson is for children to learn how
to read phonetic words and practice extensively with loudbooks, secret
boxes, sentence fragments, word lists and picture cards.

GREEN LEVEL WORD WORK:

Finally the child is introduced to the green level consisting of

recordings, after passing the pink and blue levels. At this level,
phonetic words with recordings are used. For example, while teaching
the word "sh", the teacher introduces the children to words such as
brush, seashell, shrub, fish, etc. Less common recordings are presented
to the child only when he encounters them.

Exercise: First, green boxes containing green pictures and word cards
containing phonetic words with a single recording are laid out. The
recordings themselves are red while the rest of the alphabet is black.
The recording is written on the top of the box. Each recording has a
different box dedicated to it. The director shows the child the
recording written on the cover. She spread out the picture cards and
arranged the cards on the table. She then showed the cards to the
students in turn, asked them to pronounce each word, and then put
the corresponding competition.
Answer:
Exercises of Oral Language: Even before entering Montessori, most
children are already capable of constructing words and forming
sentences through communicative exposure to family and friends. This
learning is however unconscious and almost instinctive. What
Montessori methods attempt to do is basically equip children with the
tools required for language development in a scientific manner so as to
enable conscious learning as well. The exercises in the Montessori are
developed to improve speech clarity, expand vocabulary, familiarise
students with different aspects of language so they may develop
appreciation and enjoyment towards the language so they may
subsequently be prepared for more complex writing and reading work.

There are two Montessori groups for teaching oral language to the child
in the appropriate manner:

1. The enrichment of vocabulary

2. Language training

1. The enrichment of vocabulary:

From their first day in their new Montessori environment, children begin
to learn vocabulary in a natural and systematic way while the teacher
talks about the objects in the environment. In this part of the lesson, the
principal starts with a broad classification that the child is probably
already familiar with before moving on to sub-classifications made up of
more complex vocabulary. The 3 period lesson- teaching style is a very
effective teaching method for this Montessori group.
Examples of relevant exercises for this group are presented below:

Environment Objects: The materials needed for this activity are objects
that already exist in the classroom environment. Examples: chairs, tables,
lamps, etc. Her director begins by choosing her three words that
generally describe the category. B. Floors, walls, ceilings, etc. She uses
her 3 period lesson to have students name one of them, such as floor.
She touches the ground and identifies him by calling his name before
asking the students to do the same, repeating it with every word at the
end. Ask each child to choose and name one of the three objects, and
repeat until all children are familiar with the three words. Then introduce
the students to other word categories.
Environment Items: The materials needed for this exercise are items
that already exist in the classroom environment. She takes advantage of
her three-hour lesson and asks students to name one thing for her, such
as the floor. She touches the ground and identifies him by calling his
name before asking the students to do the same, repeating it with every
word at the end. Then ask students, one at a time, to choose and name
one of the three objects, and repeat this until all children are familiar
with the three words. Then introduce the students to other word
categories.
Sensory Materials: For this exercise, the director should have sensory
materials on hand for a three period lesson of language class that
introduces nouns and adjectives related to the sensory materials in
question. This usually happens when the child has already mastered the
material and has lost interest.
Categorized Cards: The principal first lays out a set of labeled or
unlabeled picture cards representing classes of objects such as plants,
furniture, and animals. The principal begins the exercise by selecting a set
of cards and presenting them to the students. Casual conversation in
many ways. She shows the child a sorting card and talks about what she
sees on the card before placing it face down next to her card box.
She does the same with all the cards, separates what the child knows
from what they don't, teaches the names, and spends three hours of
lessons until the child is confidently identifying all the cards, to help
bridge the learning gap.
The Nomenclature Cards: For this exercise, a collection of classified
nomenclature cards that illustrate geography, geometry, biology, and
other sciences is needed. She starts the exercise by choosing a set of
cards and introducing it to the students by manner of casual
conversation. She shows the child the classification card and talks
about what he sees on that card, before placing it face down next to
the box of cards. She does the same with all cards and then separates
the one the child knows from those he does not, so she can teach
their names to them and fill any learning gaps by way of Three Period
Lesson until the child can confidently identify all the cards.
The Vocabulary of Social Relations: The use of grace and courtesy
words are introduced and role-played by using objects already
present in the environment around. The directress demonstrates the
term and acts it out herself before asking the child to repeat after her.
This helps expand children's vocabulary as they learn to classify things
in their environment as well as indirectly prepares them for other
cultural studies in the future.
2. LANGUAGE TRAINING: This part of the lesson is aimed at
clarification of speech as well as development of 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 makes students sit in a
semi-circle so that every child has a clear view of the teacher's body
language, gestures and facial movements, which can help the child to
understand the meaning of the story better. The stories should be
based in reality, whether based on true events or a work of fiction,
and not 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 as well.
Once the story has been read out to the children, it is put back in the
Book Corner (explained below) where the children are free to look at
it. Story telling helps strengthen the teacher-student relationship as
well.
Books Corner: The book corner is a place where the child goes to
read a good book or just look at the illustrations in it. To make this
corner more inviting and interesting for children, it should be
colourful and equipped with a lamplight, floor mat, a couple of chairs
etc. 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. Quality of the books must also
be maintained.
Poetry, Songs, Rhymes and Jingles: Poetry is a mode 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 not contain any explicit content or convey any
negative influence. She should start with shorter poem that are easier
to memorise, 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.
News Time: This exercise involves sharing news sporadically with
each other, i.e, students to directress and vice versa. This exercise
helps develop confidence and improves the story telling and
expression of a child. For the exercise to be effective in its goal
however, it is important 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 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, 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 sharing of
ideas.
Grammar Games: These games are played to introduce parts of
speech and their proper use to a child informally by way of casual
conversation.
Answer:
Pink Level Exercises:
(Pink phonetic object boxes)
Blue Level Exercises
Green Exercises: