RUQIA BIBI ROLL# D18402

Q1: Cut out the 10 shapes of metal insets on though chart paper
and make creative designs of all levels as described in the
book? Paste the inset papers carrying our designs on your
assignment.
Ans:

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Simple design Symmetric design

(Level 1) (Level 2)

Double outline Geometric design

(Level 3) (Level 4)

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Shades of one colour Mirror image design

(Level 5) (Level 6)

Complex design Frieze design

(Level 7) (Level 8)

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Q2: Explain how word building is introduced to children using
Moveable Alphabet boxes at pink. Blue and Green Levels.
Ans: Moveable Alphabet
➢ Materials:
▪ Large Moveable Alphabet – a box divided into components containing the
lower case lesser of the alphabet cut out in cardboard (or plastic). The vowels
are blue and the consonants are pink.
▪ Medium-sized Moveable Alphabet in a compartmented box. For a class of 34-
37 children, six boxes are recommended, two sets having blue vowels and four
sets having all letters the same color.
▪ Small Moveable Alphabet in compartmented box. All letters the same color.
Two sets each a different color from the other.
▪ A mat of an appropriate size for some of the Exercises.
➢ Notes:
✓ Observe the child for readiness. The Prerequisites are the ability to analyze
words into their component sounds in order and reorganization of the graphic
symbols for the sounds.
✓ It is best to begin the Movable Alphabet when the child knows all of the
Sandpaper Letters so it is not necessary to edit the words the child composes.
✓ Some children respond to this activity more readily if the words chosen relate
to a topic of interest to them. Encourage the child t think of words to write.
✓ Do not ask the child to read the words he has composed.
✓ For a child who has not arrived at the usual level or readiness, this work can be
started if the child’s interest is high and the child knows 10-12 sandpaper
letters, including 2-3 vowels. The directress will need to dictate all the words
so they can be edited to those which can be made with symbols/sounds which
the child knows.
✓ Moveable Alphabet work progresses from single words to phrases, sentences
and finally stories. These Exercises in which the child symbolizes his own
thoughts is the beginning to creative writing.
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✓ It is important to observe the child’s work to see if he can analyze fully and
correctly symbolize each sound.
✓ Spelling will be phonetic and is not correct in the early work.

❖ Presentation 1: Building Words

1) Introduce conversationally the making of words and think of a nice category
with the child
2) Have the child sound out a word with you.
3) Find the symbol for each sound and lay them out clearly. (See
illustration) Teacher makes the first word or words until child seems to
understand.
4) Help child to lay out the letters and to form the word that he is sounding out
5) Observe the child when he is tiring and conclude the work.
6) Ask the child to contribute words, filling in if the child cannot.
7) Show child how to collect the letters by starting with the last letter and looking
for the same letter in other words.
8) Replace in appropriate compartment.
9) Once all letters have been returned, close the box and return the box to the
shelf.
❖ Exercise

Child can take out the box whenever he likes.

Presentation 2: Age and Readiness to begin work but is not yet ready

1) Show child the box and the way in which words are made as in the above
presentation.
2) Difference is that you will have pre-selected the symbols the child knows and
will have isolated them on the lid. (Words for this presentation will be selected
by the directress.)
3) Remember to continue to teach the sandpaper letters so the child’s work with
the Moveable Alphabet will continue to grow.

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4) Both of the work will be simultaneous.
5) Once the child knows all of the sandpaper letters, he can move to the box with
all of the letters.
❖ Exercise

Child can get out the box and make words that are created by the directress.

Presentation 3: Building Phrases

1) Done as before but this time you will be making more than one word, you will
be construction a phrase.
2) Be sure to show the child how to leave a space between words by placing two
fingers at the end of the word.
❖ Exercise

Done as in the presentation, with the aid of the directress as needed.

Presentation 4: Building Sentences

1) Help the child make a complete thought and then express it in the graphic
symbols.
❖ Exercise

Child will work as in the presentation with the help of the directress as needed.

Presentation 5: Building Stories

1. Turn the rug horizontally so you have a larger space for the words.
2. Elicit a topic of interest from the child.
3. Help him to write a story about his idea.
4. Show the placement of the whole hand at the end of a sentence.
❖ Exercise

Child will work as in the presentation with the help of the directress as needed.

➢ Purposes

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✓ To help the child with the analysis and exploration of the language which is
known to him and to reproduce words with graphic symbols.
✓ Preparation for writing and reading.

Q3: Write a comprehensive note on Exercises of Oral Language.

Ans: Oral Language:
❖ Enrichment of Vocabulary

Introduces oral activities while encouraging order, orientation, and therefore

independence by ensuring the child knows the names of the objects in the
environment, especially the names of things which sound or physically are
similar. Also use group games, teach verbs by giving the activities name,
adjectives through sensorial activities and nouns when introducing the materials,
also use the Three Period Lesson.

Material Description:

Objects in the environment and Sensorial Materials

Presentation:

▪ Cylinder Blocks

Short, shorter, shortest

Tall, taller, tallest

thin, thiner, thinest

thick, thicker, thickest

shallow, shallower,shallowest

deep, deeper, deepest

large, larger, largest

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small, smaller, smallest

▪ Pink tower

large, larger, largest

small, smaller, smallest

▪ Brown Stair

thin, thiner, thinest

thick,thicker, thickest

▪ Geometry Cabinet

circle, triangle, square, rectangle, equilateral triangle, right angle triangle, acute
triangle, scalene triangle, pentagon, hexagon, heptagon, octagon, nonagon,
decagon, oval, ellipse, curvilinear triangle, quatrefoil, rhombus, parallelogram,
right angled trapezoid, isosceles trapezoid

❖ Direct Aim
▪ To help enrich the child’s vocabulary
▪ To help with the classification of the Environment
❖ Indirect Aim
▪ To prepare for further studies in the Casa and at Elementary Level

Age at Presentation:

As soon as the child is ready for Elementary Activities

➢ Environment Cards
Material Description:

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A series of eight to ten pictures, representing the classification of the Child

Environment.

Set 1 Pictures of the entire room of a home with typical items

• A bedroom with bed, table, wardrobe, chair, curtains, lamp, soft toy, books,
• A kitchen with cooker, fridge, freezer, microwave, sink, dishes, pans, utensils,
• A living room with sofa, chairs, cushions, magazine rack, coffee table, flowers,
pictures, television
• A dining room with a large table, upright chairs, cutlery, fruit bowl, crockery,
rug, standing lamp

Set 2 Pictures of the neighbourhood with typical items

• A Park with benches, lake, ducks, climbing frame, swings, slide, bins, picnic
tables

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• A street with vehicles, dog on a leash, shop fronts, children walking with
carers
• Stationary shop with pens, pencils, writing books, art materials, counter, till
• Green Grocers with fruit, vegetables, scales, till
• Bakers with cakes, pastries, different shapes of bread, till
• Bus station with buses, kiosk, information desk, queuing people, bus driver
• Petrol Station with pumps, air, kiosk, till, car wash, mechanics area
• Post Office with stamps, sweets, magazines, parcels, scales, envelopes

Presentation:

• Invite the child, “Let us look at some pictures of … and see if you can
recognize some things”
• Fetch the set and put it on a mat.
• Show one picture of the entire room and let the child identify it.
• Discuss the objects found in the room and how they are used – rephrase
the child’s ideas in full sentences.
• Encourage the child to speak – make conversation.
• Put the card face down and identify and discuss the next picture.
• Put unfamiliar cards on one side and if the child is interested give her the
names in a Three Period Lesson at the end.

Exercises:

Exercise 1

The child names the cards herself, encourage her to speak further by asking
questions, and asks for unfamiliar vocabulary

Exercise 2

Introduce the second set

Exercise 3

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Introduce the third set

Exercise 4

Once the child is familiar with all the sets encourage her to arrange, sort and
classify cards from two different sets

Exercise 5

Conduct a short small group presentation with some cards from all three sets in
which the children can share with others the names they know

Direct Aim:

▪ Give vocabulary and the opportunity to practice extending their known

vocabulary
▪ An opportunity for the verbal expression of the awareness and experience the
children have
▪ An opportunity to check known language for precision and further refine it.

Age at Presentation:

Two and a half years

Footnote:

Change the pictures regularly. Later bring in real items, books, videos and visit
the places related to the pictures to connect further with the ‘real world’

➢ Orientation Game
Presentation:

▪ A group activity to explore what is known of a child’s immediate environment

▪ Say, “Listen, see if you know how to do the things I will say. Only move if I say
your name”

Part One

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Give a series of instructions around an object using it’s full name, the children
always have a right to refuse

▪ “Arsal, please point to the window”

▪ “Aizal, please close the door”
▪ “john, Please pass me the map”

Part Two

Ask the children to choose one set from the Exercises of Practical Life and set up
the material in a suitable place, as for a presentation.

▪ Give the name for each piece of material in the set

Part Three

Later, give its function, show how it is held when carried and give a typical action
connecting it to its use

Part Four – Classify Objects

Ask several children to select from anywhere in the Living Room one type of
object. Put the different types of the same objects together and show how they
are used.

▪ ‘Brush’ can include a dustpan and brush, hair brush, shoe polishing brush,
toothbrush
▪ ‘Handle’ can include the handle of a brush, door handle, handle on a knife,
handle on a bucket, handle on a mug
▪ Lid can include lid on sensorial materials, lid from a bin, a tupperware box from
lunch.

Doing this encourages the child to re-explore the environment and materials, to
compare their use and check similar names

Part Five

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Give all the details and parts of a familiar object

▪ e.g. a cup has a rim, base, handle

Part Six

▪ Also play these games in the garden and on nature walks

Direct Aim:

▪ Orientate the child to the environment

▪ To help the child develop and consolidate language

Age at Presentation:

As soon as the child is ready for Elementary Activities

➢ Question Game
Presentation:

▪ Invite a small group of children and give a theme the children are familiar with,
e.g. father bakes a cake or mother eats a desert

Stage One – Ask questions around the VERB e.g. (“What is it that father
does?/What is it that mother does?”, the children answer, “Father bakes a
cake/Mother eats a desert)

Stage Two – Ask questions around the SUBJECT e.g. (“Who is it that bakes the
cake?/Who is it that eats the desert?”, the children answer, “Father bakes a
cake/Mother eats a desert)

Stage Three – Ask questions around the OBJECT e.g. (“What is it that father
bakes?/What is it that Mother eats?”, the children answer, “Father bakes a
cake/Mother eats a desert)

▪ This is sufficient for younger children to experience the different parts of a

sentence

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▪ Ask more complex questions around the same topic to older children, for
example; “Why?”, “When?”, “Where?”, “Whence?”, “How?”, “What kind of?”
(“By means of what?/By means of who?), “With whom/With what?”, “To
whom/To what?”, “For whom/For what?”.

Direct Aim:

▪ To help the child develop a logical pattern of thought

▪ To build up information around a theme
▪ To increase vocabulary
▪ To develop logical analysis

Indirect Aim:

To help prepare for logical sequencing, which is required for later written
compositions

Age at Presentation:

Two and a half years

Footnote:

▪ Using question words trains the child’s thoughts around a theme, giving the
structure of the sentence, preparing for analyzing the parts of a sentence.
▪ As the older child answers questions, the adult can provide the relevant details
as the game progresses
▪ When the child writes she will explicitly use these question words to structure
her ideas.

News Period

This is always done with a small group, generally it is a spontaneous response to

an event.

Presentation:

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▪ Invite a small group of children and ask a child with news or ideas to share to
express herself to the group, standing up and using a clear voice (If no child is
ready share your own news first)
▪ Give an opportunity for each child to share their story. Some children may
prefer to say it just to you and you can convey the story to the group
▪ Insist that the children choose only one piece of information at the moment, if
they are desperate they can share the news with you or their peers at another
time

Direct Aim:

▪ develop confidence
▪ give the opportunity for children to express themselves to a small group
▪ give the opportunity for children to listen to each other, developing turn-
taking

Age at Presentation:

Two and a half years

Footnote:

Over the course of a week each child in the Casa should have a turn to
speak. Stress that this is not a time to share jokes; it is the formal presentation of
facts.

➢ Poetry
Written or spoken language in verses, originally evolving from folk songs and oral
epics, e.g. Iliad, Ramayana, recited and sung. Children will have been introduced
to lullabies and continue by enjoying the mythic quality of brief, simple poems –
which can be used as effective tools or language development. Poems show how
writing can be condensed, concisely summarized in a few words, while retaining

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it’s meaning. Introduce young children to rhythmic, rhyming verse which are
simple and brief and whose content tells a brief, factual story about animals or
everyday life. The musical quality stimulates the child’s brain activity; the child
learns language by repeating rhymes and patterns and can then transfer the
meanings and apply the words in new contexts.

Poems help children to develop oral language by focusing their attention on the
sounds and patterns of language while extending the total vocabulary. Read and
sing poems often make a book of the classes favorite poems and act the poems
out, doing so provides stimulus for the development of the child’s own poetry.

➢ Multiple Languages
We recognise different languages by their unique cadence and phonics that we
can hear even if we cannot understand the meaning of the language. To
encourage fluency to expose the child to poetry and materials from all languages
being taught in an orderly way, include cultural aspects which support them, for
example, use poetry and develop actions which will help the child consolidate her
understanding and demonstrate understanding to the Director.

Q4: Prepare a complete set of Montessori language material to

be used at Pink, Blue, and Green Levels.
Ans:
Pink Level Exercises

Pink Phonetic Object with Written Cards

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Pink six pictures cards

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Pink Level Secret Boxes Pink Level Word List

Pink Level Phonetic Booklets Pink Sight Words

Pink Phrasal Strips Pink Sentence Strips

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Blue Level Exercises

Blue Phonetic Pictures with Written Cards

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Blue Six Picture Cards

Blue Level Secret Boxes Blue Level Phonetic Booklet

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Blue Level Word List

Blue Level Phrasal Strips Blue Level Sentence Strips

Green Level Exercises

Green pictures boxes with written cards

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Green List of Words Green List 2 of Words

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Green Sentence Strips (Story Starter)

Green Phonogram Booklet

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