ASSIGNMENT #4

MODULE#4

SUBMITTED BY: MS.SAADIA KHAN

ROLL NO: D-7171

SUBMITTED TO: [email protected]

Q: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.

Ans: INSETS FOR DESIGN (LEVEL 1):

INSETS FOR DESIGN (LEVEL 2):

INSETS FOR DESIGN (LEVEL 3):

INSETS FOR DESIGN (LEVEL 4):

INSETS FOR DESIGN (LEVEL 5):

INSETS FOR DESIGN (LEVEL 6):

INSETS FOR DESIGN (LEVEL 7):

INSETS FOR DESIGN (LEVEL 8):

Q:2 Explain how word building is introduced to children using moveable Alphabet and
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.
 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.
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:

- 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.

Control of Error:

The Directress and then none as the child grows to do this activity alone

Age:4 years onwards

Q:3 Write a comprehensive note on Exercises of oral language.

Ans: ORAL LANGUAGE EXERCISES:

When the child arrives in a Montessori classroom, he already has a completion of

the spoken language. During his first three years of life, the child has been constructing
his language and now, in the Montessori classroom, he will be consolidating what he
knows. Because the child's will is being constructed, he can consciously begin to explore
language. This is the perfect time for the child to gain the correct tools in his home
language.

To teach the child correct oral language, Montessori split the learning into two groups. The first
group she called: "The Enrichment of Vocabulary". In these activities, the child learns new
words on a daily basis through formal lessons and classified groups. The second group of oral
work is called: "Language Training". In these Exercises, the child experiences a great variety of
language experiences. He learns through the many forms of literature, Exercises in self-
expression, and games to learn the grammar of the language. Through both of these groups of
Exercises, the child's later learning in reading will be facilitated by the recognition of words.
This is the foundation for all other language expressions.
The purposes in Montessori's Oral Language lessons are vast. Children will gain a clarity in
speech, a large expansion of vocabulary, a familiarity in various aspects of language such as
correct usage of the language, artistic expression, a large range of language, awareness of the
language structure, and most importantly an appreciation and enjoyment of language. Through
all of the Exercises, the child is also being indirectly prepared for the written language work of
creative writing and later, total reading.
In the Oral Language lessons, materials are used from the classroom to aid the child's learning.
Some lessons call for objects directly in the classroom, other lessons call for classified cards,
different pieces of literature, and even the directress as a language model and source for learning.
Because the directress is such an important part in the child's growth in the Oral Exercises, it is
important for her to remember to do these lessons on a daily basis with every child in the class.

Q:4 Prepare at least one sample material fo every exercise at Pink, Blue and
Green levels. Submit the material along with your assignment.

Ans: PINK LEVEL PHONETIC PICTURE CARDS:

PINK SERIES WORD LIST:

PINK LEVEL BOOKLET:

PINK SENTENCE STRIP:

A Yellow bus
 A large nut

BLUE LEVEL WORD:

BLUE LEVEL PICTURE & WORD :

BLUE LEVEL SENTENCE STRIP:

Blue crab includes lots of sea food.

GREEN LEVEL WORD:

GREEN LEVEL PICTURE AND WORDS:

GREEN LEVEL SENTENCE STRIP:
 The vase is a blue glass with gold leaf.

REFERENCE:
http://www.infomontessori.com/language/written-language-moveable-alphabet.html

http://www.infomontessori.com/language/oral-language-oral-language-exercises.html