Professional Documents
Culture Documents
ROLL # D19317
ASMA ALI
ROLL # D19317
Q No: 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
assignment.
Answer:-
ASMA ALI
ROLL # D19317
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.
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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,
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ROLL # D19317
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
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ROLL # D19317
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
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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.
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.
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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
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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.
Where does
potato come from?
What color is a
potato?
What else can we make from potato? Etc.
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Reading Exercise: 3
Blue Six Pictures Card
ASMA ALI
ROLL # D19317
Reading Exercise: 4
Blue Level Secret Box / Basket
Reading Exercise: 3
Green List of Words