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ASSIGNMENT MODULE 4

LANGUAGE & PHONICS EXERCISES

(PART 1)

Prepared by:

Name: Rama Ali

Roll No: DK-2059
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Question 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 1:

Cut outs of 10 shapes of metal insets:

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Creative Designs from Metal Insets:

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Question 2:

Explain how word building is introduced to children using Moveable Alphabet and
Alphabet boxes at Pink, Blue and Green Levels.?

Answer 2:

Large Moveable Alphabets (LMA):

Large Moveable Alphabets are used to teach children about word building after they
become able to understand and recognize phonic sounds of alphabets. It includes
exercises which are divided into Pink, Blue and Green levels to strengthen the child’s
ability to understand letters and to help the child to memorize the exact location of the
alphabets.

Materials:

 A Large box with 28 compartments, one for each letter of the alphabet and two extra
compartments for dots of “i” and “j”.
 The letters of the alphabet should be stiff cut-out and should be of plastic.
 The vowels should be in blue color and consonants should be in red.

Presentation:

Before starts Pink, Blue and Green level exercise, directress should give a presentation
to the children in the following manner.

 Spread a mat on the floor and invite a group of children who are familiar with the
shapes and sounds of letters.
 Place the Large Moveable Alphabet Box on the top middle of the mat.
 Open the box and place the lid under the box.
 Sit on one side of the mat and children on the other side in such a way that children
are facing the material and the box is easily accessible to them.
 Pronounce the sound of any letter for e.g. “s” and ask the children to find it in the
box.
 When the child finds the letter, ask him to place the letter on the mat and pronounce
it once again and then put the letter back in the box.
 Avoid any sort of competition.
 Repeat the same of all letters in the box.
 Ensure maximum students participation in the presentation.

After giving the presentation, start with the Pink level word work.
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1. Pink Level Word Work:

This level includes various segmentation and blending exercises of three lettered CVC
(Consonant-Vowel-Consonant) and two lettered phonic words. All the words used in this
exercise should give their basic sounds.

Pink Level Segmentation:

Materials:

 Large Moveable Alphabet Box (LMA)

 A large mat
 Pink box containing small, attractive objects whose names are three lettered phonic
words for e.g. cat, dog, mop, jug, pin etc.
 Small writing booklet
 Pencil

Presentation:

 Spread a mat on the floor and place Large Moveable Box (LMA) on the left hand
side of the mat.
 Open LMA and place the box on the lid.
 Select and object from Pink object box and ask the child whether he know its name
otherwise, tell him the name of the object.
 Place the selected object on the top of the mat.
 Take out letter pronouncing the name of the object one by one from LMA and form
the name of the object beside it.
 Read the whole word of the object.
 Select second object from pink box and repeat the put it under the first object.
 Repeat the same for all other objects in the box.
 Invite the child to perform the exercise.
 If child makes a mistake, help him correct the sound of the letter.
 After the child build names of all of the objects in the box, ask the child to trace the
words in the booklet.
 Show the child other pink boxes and encourage him to work alone with any of the
box whenever he likes.

Pink Level Blending (Beginning Phonetic Reading):

Materials:
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 A Table.
 Pink color-coded box containing
o Small, attractive objects (maximum 6 objects) whose names are three lettered
pink level words like bat, hat, pin, jug etc.
o Name cards representing all the objects in the box which should be printed on
light pink cardboard.
 At this stage, words including middle level graphemes can also be used like egg, ball
etc.
 Small tray
 Writing booklet
 A Pencil

Presentation:

 Put the pink box containing all the object and name cards on the right side of the
table.
 Open the box and put the box on the lid.
 Select one object from the box and ask the child about its name otherwise, tell him
the name of the object.
 Place the selected object on the top of the table.
 Select the second object, ask the name from child and place it below the first object.
 Repeat the same for all the objects in the box.
 Take the name cards out from pink box and pile them up on the right side of the
table.
 Select first name card and place it in front of the child for e.g. “bat”.
 Pronounce the letters individually and then pronounce the whole word and then ask
the child to match the name card with the object.
 Put index finger under each letter when pronouncing them and slide the finger under
the word when pronouncing the whole word.
 Repeat the same for all the name cards.
 After child match all the name cards, ask him to trace the name of the words in the
booklet.
 Encourage the child to work with other pink boxes alone whenever they like.

2. Blue Level Word Work:

When child excel in reading three lettered phonic words, directress teach them to learn
four or more lettered phonic words in Blue Level Word Work using different
Segmentation and Blending exercises.

Blue Level Segmentation:

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Materials:

 Large Moveable Alphabet Box (LMA)

 Blue box containing small, attractive object whose name are longer phonic words
like tree, horse, frog, pencil etc.

Presentation:

 Put LMA and blue box on the mat.

 Select all objects from Blue box one by one, ask the child to name them and put
them on the mat.
 Build the name of the objects using LMA in the same way as build in Pink Level
Word Work.
 Read each word after building and encourage the child to work alone.

Blue Level Blending (Beginning Phonetic Reading):

Materials:

 Same as used in Pink Level Blending exercise except that here for four or more
lettered phonic words and the materials are color coded blue..

Presentation:

 Directress aims to teach child about how to read phonetic words through exercises
like Phonetic Booklets, Secret Boxes, Word Lists, Blue Phrasal Strips and Blue
Sentence Strips.

3. Green Level Word Work:

In this level, Phonetic words with one phonogram are used like the phonogram “sh”.

Green Level Blending:

Materials:

 Green boxes containing pictures and word cards with only one phonogram but which
are phonetic.
 Use red ink for phonograms and black for rest.
 Name of the phonogram should be written on the lid of the box like “sh”

Presentation:

 Take the green box to the table and show the child phonogram on the lid of the box.
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 Tell the child that whenever he sees these two letters together, make the sound “sh”
and don’t sound them separately as “s” and ”h”.
 Select all the pictures from the box one by one and place them in a column.
 Make a pile of all the word cards.
 Select one word card and ask the child to read it and place it in front of the relevant
picture.
 When child matches all the word cards encourage him to work alone with other
green boxes whenever he likes.

Green Level Segmentation:

Materials:

 2 sets of alphabet boxes one in red and other in blue or black color.
 Each box contain vowels and consonants with same color and letters are arranged
alphabetically.

Presentation:

 Place the alphabet boxes on the mat.

 Invite the child to select any phonogram box used in previous exercise.
 Ask the child about the phonogram on the lid of the box.
 Ask the child to select the letters that are on the lid of the box from red alphabet box
and build the phonogram on the lid.
 Take out all the picture cards from phonogram box and make a pile.
 Place one picture card on the mat and invite the child to form the word using
alphabet boxes in such a way that the phonogram in the word is built with red color
alphabet and rest is built with other color.
 Repeat the exercise for other cards.
 Encourage the child to perform the exercise alone.
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Question 3:

Write a Comprehensive note on Exercises of oral language.

Answer 3:

Oral language is key for a development of reading and writing abilities of children. It is
also very important for developing the social and moral values of the society in children.
Children unintentional and instinctively begin to learn about word building and forming
sentences even before they enter Montessori from their parents and from their
environment at home. Montessori helps children in language development in more
conscious and active manner through different sets of exercises and games. These
exercises aims at developing and improving the speech clarity, increasing vocabulary
and to familiarize students with different aspects of language.

Exercises of oral language in Montessori are divided in to following two groups;

 Enrichment of Vocabulary
 Language Training

Enrichment of Vocabulary:

As soon as child enters in Montessori classroom, he starts to increase his vocabulary

systematically when directress talks about the name of objects in his environment.
Teacher starts with the basic vocabulary from which child is already familiar and then
she proceeds to teach him more complex vocabulary at a later stage. Three Period
Lesson proved to be very effective in enrichme3nt of vocabulary. The exercises used in
this group includes following;

1. Objects of the Environment:

Materials:

Objects of the environment like table, chair, board, fan etc.

Presentation:

 Choose any three words to teach to children like table, chair and lamp.
 Select a small group of children to work with.
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 Bring them to a quiet place in a classroom where they can learn with full
concentration.
 Ask them to sit on the chairs comfortable in such a way that they can see teacher
easily.
 Name one of the selected word like start with “table”.
 Touch the table with your right hand and say “This is a Table”.
 Repeat and ask the children to repeat the word with you.
 Then stand and touch the chair on which you were sitting and say “This is a Chair”.
 After naming the word sit back on the chair.
 Repeat and ask the children to repeat the word with you.
 Repeat naming each of the thing in the same way.
 Ask any child randomly to show you one of the thing.
 Repeat until all the children learn the name of selected things.

2. Sensorial Materials:

Materials:

Sensorial Materials.

Presentation:

Directress use Three Period Lesson with sensorial materials to give language lessons
and give the idea of nouns, comparatives and superlative degrees to children. This
exercise is introduced to children after they have sufficient experience with handling the
sensorial materials, understand them completely and when they are start loosing some
interest in the materials.

3. Classified Cards:

Materials:

Set of labeled and unlabeled picture cards which represents class of objects like fruits,
toys, animals etc.

Presentation:

 Select cards of any class like “animals”.

 Introduce the cards one by one to the child and ask him about its name.
 Separate the cards between the cards whose names are already known to child and
between the cards which are unfamiliar to the child.
 Use Three Period lesson to tell the child about the name of cards which are
unfamiliar to child.
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 Repeat the exercise until child become familiar with all the cards in the box.

4. Nomenclature Cards:

Materials:

Group of classified nomenclature cards that demonstrate geographical, geometrical,

biological and other sciences terms.

Presentation:

Present the exercise in the same way as classified cards except the fact that here cards
are unlabeled. Teacher will talk about the name of each subject and explain it to
students casually.

5. Vocabulary of Social Relations:

Materials:

Objects in the environment.

Presentation:

Teacher introduces and explains the grace and courtesy words to students by role
playing it herself using the objects in the environment and then ask the children to
repeat the role play.

Language Training:

Language training involves exercises which aims at developing speech clarity and self-
expression in students Language training will help them to build tool for communication
and enable them to label their experiences in a meaningful way. Exercises of language
training are illustrated below;

1. Reading and Telling Stories:

Materials:

 Interesting and simple story book which should be based on reality whether it is
fictional or true story and should not be a fantasy story.
 Quiet place in the classroom
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Presentation:

 Exercise can be performed with one child, group or children or even with whole
class.
 Let children sit in a semi-circle around you in such a way that they can clearly see
teacher’s body language, gestures and facial movement.
 Read out the story in a clear voice and with expressions.
 Avoid showing too much pictures during reading to allow children to imagine on their
own.
 Allow children to share their own stories as well.
 After reading the story book, put it back on the book corner already known to
students.
 Encourage them to use the book from Book Corner alone whenever they want.

2. Books Corner:

Book corner is a place where children can go and read books whenever they want. It is
important to note that the Book Corner should be interesting for children which can be
done through make it colorful and equipping it with lamps. It should have a floor sitting
but there should also be 2 to 3 chairs available. With tables. Books in the Book Corner
should be interesting and of good matter. For younger students, books with more
pictures and less text should be provided on the bottom shelves whereas for older
students, books with more text should be provided at slightly higher shelves where they
can reach easily. Quality of the books should also be maintained and damaged books
should be repaired or replaced.

3. Literature - Poetry, Songs, Rhymes and Jingles:

Poetry is a special way of expression and communication which attracts young children
very much therefore it should be used for language exercises of children. Directress
selects simple and attractive poems that doesn’t contain any negative effect on children.
It is recommended to start with easier poems which children can learn and memorise
easily and then proceeds to difficult poems. In order to give a variety, teacher can also
teach songs, jingles and rhymes in the same way.

4. News Time:

Sharing any news is a great way to express ones feeling. In this exercise, directress
teach students how to express themselves through sharing news with students and also
encourage children to share their news with whole class or with teacher. This proves
helpful in developing confidence in children and improving their expressions. It is
important to note that the teacher should listen to the news of children with great
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interest and should also encourage them to share the details by asking questions from
them related to news.

5. Asking Questions Game:

This exercise help students to think deeply and also strengthening their brains. This
game can be played with one child or with group of children. Game can be played
simply by asking a series of relevant questions from student / students about any
random topic like about their lunch. Questions may include “What is in your lunch
today?”, “Who prepared your lunch?”, “How it is prepared?”, “What are its ingredients?”,
“What is your favorite lunch?” etc. This will make children to think deeply and recall the
things which sharpen his memory and also improves his ability to express and
communicate.

6. Grammar Games:

These games helps to introduce children parts of speech and how to use them in
normal conversation.
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Question 4:

Prepare at least one sample material for every exercise at pink, Blue and Green levels.
Submit the material along with you assignment.

Answer 4: