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Assignment Module 4
Q1. Cut out all the 10 shapes of metal insets on tough chart paper
and make creative design of all levels as described in the book? Paste
the inset papers carrying your designs on your assignment.

Answer:

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Q2. Explain how word building is introduced to children using
Moveable Alphabets and Alphabets Boxes at Pink, Blue and Green
Levels.
Answer: LARGE MOVEBALE APLHABETS (LMA): When the child has
learnt the phonetic sounds of the alphabets and has develop the ability to identify them
in words, he Is ready to build words with the large moveable alphabets.

Exercise: Material required includes a large box with 28compartments, one for each
letter of the alphabets, stiff cut outs of plastic letters. Vowels should be blue and
consonants red for contrast. The directress starts by spreading a mat out on the floor.
She open the box of LMA, allowing children to observe the alphabets as she
pronounces alphabets by sounds and task them to build to the find the pronounced
letter. When a child successfully doses so, the letter is placed on the mat and exercise
is repaired of all the alphabets ensuring maximum student preparation.

PINK LEVEL WORD WORK: At this level, word activates involve three lettered
CVC (consonant-vowel-consonant) and two lettered phonetic words. All the alphabets
used in this level should give their sounds.

Pink Level Segmentation:

Exercise: Material required for this exercise are pink boxes containing small objects
whose names are three letter phonetic words. For Example.cat, box, cup, pin, bat etc.
The directress spread out a amt on the floor. The alphabet box is opened with the lid set
aside. The shows the child how to take an object and put it under the first one and build
its name beside it, and then take another object and put it under the first one and build
its name. As soon as the child has understand the exercise, he works alone. He puts
the object down one at time on the mat and builds their names. The child can use any of
the pink boxes in the same way.

Pink Level blending (beginning phonetic reading):

Exercise: Materials required are pink colour coded box, containing objects with three
lettered names. Words including middle level graphemes can be included such as ball,
moon etc. Name cards of the entire object should be light pink paper card or laminated
cardboard. 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 the names card
one by one, placing them in front of the child, pronouncing individual letters one by one,
pronouncing the whole words and asking id the child if he could match the name card
with the object. Finally she allows them to do the same independently.

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BLUE LEVEL WORD WORK: After the child has successfully reading three letter
phonetic words, he is ready o begin word building and reading four or more letter
phonetic words on the blue level.

Blue Level Segmentation:

Exercise: For this exercise, materials required are large moveable box and blue
boxes containing small objects with names that are longer phonetic words. The teacher
places the LMA and the blue box on the mat, allowing children to name the objects in
the blue box. The teacher takes one object, builds the name sing LMA, and pronounces
it. Finally she allows the child to do the same.

Blue Level blending (beginning phonetic reading):

Exercise: Materials required for this exercise are the same as for the exercise
above. Now the teaching aim is for the children to learn how to read the phonetic words
and give them ample practice through use of phonetic booklets, secret boxes, sentence
strips word list, picture cards etc.

GREEN LEVEL WORD WORK: The child is finally introduced to the level
comprised of phonograms after the successful completion of the pink and blue level. In
this level, phonetic words with the phonograms are used. For example, while teaching
the phonograms “sh” the teacher introduces the child to words like brush, shell, shoe,
ship, cash etc. Less phonogram is only introduced o the child as when he comes across
them.

Exercise:
First off, green boxes containing green coded picture and word cards containing
phonetic words with only one phonogram are arranged. Phonograms themselves are in
red while the rest alphabets are in black. The phonogram is written on the top of the
box. Each phonogram has a different box dedicated to it. She spreads the picture cards
and piles the word cards on the table. Then shows the word cards to the student turn by
turn, asking him to pronounce each word and then place it beside the corresponding
picture.

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Q3. Write a comprehensive note on exercises of oral
language.
Answer: 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 purpose of these exercises:
a. Speech clarity.
b. Vocabulary expansion.
c. Familiarize with different aspects of language.
d. Develops appreciation and enjoyment toward language.
e. Prepare 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 begins with very broad classification. Later, the teacher moves to
the sub-classifications. The teacher simply works from simple to more complex, groups
of vocabulary. She presents the child with words that he has already familiar. Three
Period Lesson style is very effective.

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Exercise – 1 Objects to 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 lessons. She ask to name one of the things.
For example, floor. She touches the floor, “This is the floor.” Then she ask the children
to do so.
Then, point to the ceiling and say, “That is the ceiling.” Repeat for a few times and have
the children repeat with you.
Then ask one child at time to show you the floor of the ceiling.
Repeat until the children are comfortable with these three words.
Now, ask the child to name the different things while touching the floor or pointing to the
ceiling. “What is this/that?”

The Sensorial Materials:

Materials:
The Sensorial Materials:

Presentation:
The teacher uses three period lessons 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
A set of labelled or unlabelled picture cards representing a class of things. E.g. animals,
plants, kitchen tools , cleaning tools, furniture etc.

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Presentation 1:
(Three Period Lessons):
1. Chose on set of cards and invite one child or a small group of children to work
with you.
2. Introduce the cards conversationally.
3. Show the child the classification cards, and discuss what he sees on the card.
4. Go through all of the cards and separates the cards he knows an the cards he does
not know.
5 Teach the child the name of the cards he does not know by doing a Three Period
Lesson with three cards at a time.
6. When child is sure o all the names, ix the cards he first didi not know with the cards
he knew.
7. Lay out all the cards on the table in a column from top to bottom and say the names
you do so.
8. Mix them again and invite the child to lay them out, and ask him to say the names of
the objects on the cards as he do so.
9. Do a second three period lesson with the entire set.
10. Put the entire set back into the box.

Presentation 2:
(Sorting Cards)
1. Choose two sets of classified cards that the child is already well familiar e.g
transport and living rooms cards.
2. Take out the classification card from each set e.g one card from the set of
transport means and one from that of living room.
3. Mix the remaining cards in both the sets together in one pile.
4. Place the matching cards next to each other, with some reasonable space
between them towards the top of the table.
5. Ask the child to pick up one card at a time form the pile, says its name and place
it in a column under its appropriate matching card.

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Exercise 4

Nomenclature Cards
Materials:
Collections of unlabelled classified picture cards illustrating terms, as those used
in a particular science or art such as geography, geometry, biology, etc..

Have about 200 sets of cards that you will change regularly and frequently
whenever needed.

Presentation:
Same as classified cards presentation.

Exercise 5:
Social Vocabulary:
The use of grace and courtesy words are, introduced and they are role-played.

Material:
Objects in the environment can be used.

Presentation:
The teacher involves the children, demonstrate the term and act it herself.
she then ask the child to repeat it.

Direct Purpose:
 Enlarge the child’s vocabulary.
 Hep classification of the environment.

In Direct Purpose:
Preparation for other culture studies.

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2. LANGUAGE TRAINING:
Exercise 1:
Telling and Reading Stories:
Make the children sit in semi circle for the clarity of view, if you are reading / telling the
story to more than one child. This is important to keep the interest of the children alive,
and make your gesture and facial expressions visible, which helps children understand
the story better.
When reading a story, don’t show the images or pictures too often to the child, so that
the child can makes his own images in his mind. Also give credit to the author and the
illustrator.
Encourage children to sometimes share their own stories, or the stories they have heard
from you. Once the story has been read to the children, it can go to the Book Corer
where the children can look at it whenever they like.

Exercise 2:
Poetry – Rhymes, Jingles and Songs:
Poetry is made 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 contain any explicit content or convey any negative influence. She should start
with the shorter poem that is 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.

Exercise 3:
News Time:
By sharing news we develop the child’s confidence and provide him practice in self
expression. Sharing news is a brilliant way to express oneself, and it is an important
moment for the child. The directress should listen to the child with interest when he is
sharing news, whether the news is big or small without postponing. Later on, the
directress can ask the child to share the same news with the whole class during the
news time if he so wishes.

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The directress can pose intelligent questions to introvert and shy children, requiring
more description of the news they want to share.

Exercise 4:
Asking Question 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 cookies The directress
could ask a series of relevant questions like, “What is this cookies made of” “Where do
the ingredients come from?” “What colour are they?” etc. The directress should repeat
these exercises regularly to encourage brain storming and sharing ideas.

Exercise 5:
Grammar Games:
These games are played to introduce parts of speech and their proper use to a child
informally by way of casual conversation.

Q4: Prepare a complete set of Montessori Language material

to be used at Pink, Blue and Green Levels.
Answer:

Pink Phonetic Object Boxes with LMA

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Pink Phonetic Picture Boxes with LMA

Pink Phonetic Object Boxes with Written Cards

jet car lid pen

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Six Picture Cards

bat ten pin

dot nut mat

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Pink Level Secret Box

Pink Level Word List

sun
lap
has
net
sit
hop
fog 12
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Pink Level Phonetic Booklets

Pink Sight Words

is on the

to she at
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Phrasal and Sentences Strips Pink Level

a fat cat
in the bed
an inkpot
in the box
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Pink Sentence Strips

The egg is in the pan.

The pin is in the box.

The boy is in the tub.

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Blue Level Word Work

Exercise 1:
Blue Phonetic Object Boxes and LMA:

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Exercise 2:
Blue Phonetic Picture Boxes and LMA:

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Reading Exercise 1
Blue Phonetic Object Boxes and Written Cards

clip
ring

bulb
corn
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Reading Exercise 2
Blue Phonetic Picture Boxes and Written Cards

drum

melon

tank
piano

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Reading Exercise 3
Blue Six Picture Cards:

fork flag camel

pond sick clip

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Reading Exercise 4
Blue Level Secret Boxes

Reading Exercise 4
Blue Level Word List
clap
duck
drum
hand
find
trip 21

comb
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Reading Exercise 4
Blue Level Phonetic Booklets

Reading Exercise 4
Blue Phrasal Strips

a bright star
a strong twig
a green frog 22
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Reading Exercise 8
Blue Sentence Strips:
The frog jumped in the pond.

The small boy beats the drum.

The eggs are in the nest.

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Green Level Word Work

Reading Exercise 1

Green Picture Boxes and Written Cards:

train
chalk

coat
thumb
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Green Sentences Strips (Story Starters)

The glass is broken.

A steed stood on the stand.

Reading Exercise 3
Green Lists of Words 2
sheep
feel
cried
monkey
funny
pie
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team