RAEESA SHOAIB MODULE 4 ROLL # D-17230

Module 4: Language and Phonics Exercises (Part 1)

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.

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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: 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.

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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.

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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.

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Question # 3: Write a comprehensive note on Exercises of oral Language?
Answer:

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 BLOCK PINK TOWER BROWN STAIRS
Short, shorter, shortest Large, larger, largest Thin, thinner, thinnest
Tall, taller, tallest Small, smaller, smallest Thick, thicker, thickest
Thin, thinner, thinnest
Thick, thicker, thickest
Shallow, shallower, shallowest
Deep, deeper, deepest
Large, larger, largest
Small, smaller, smallest
RED RODS GEOMETRY CABINET COLOUR TABLET
Short, shorter, shortest Circle, triangle, square, rectangle, Red, yellow, blue, green, purple,
Long, longer, longest equilateral triangle, right angle orange, pink, brown, grey, black,
triangle, acute triangle, scalene white,
triangle, pentagon, hexagon, Light, lighter, lightest,
heptagon, octagon, nonagon, Dark, darker, darkest
decagon, oval, ellipse, curvilinear
triangle, quatrefoil, rhombus,
parallelogram, right angled
trapezoid, isosceles trapezoid
ROUGH AND SMOOTH BOARDS NAMES OF FABRICS SOUND BOXES
AND TOUCH TABLETS
Rough, rougher, roughest Silk, Cotton, Wool, Jeans, etc. Loud, louder, loudest
Smooth, smoother, smoothest Soft, softer, softest

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BELLS AND MUSICAL ACTIVITIES BARIC THERMIC BOTTLES
High pitch, higher, highest Light, lighter, lightest Warm, warmer, warmest
Low pitch, lower, lowest Heavy, heavier, heaviest Cold, colder, coldest
Cool, Luke warm, Hot
TASTING BOTTLES SMELLING BOTTLES GEOMETRIC SOLIDS
Salty, sweet, bitter, sour Names of medical, kitchen and Sphere, ovoid, ellipsoid, cone,
perfume scents. cylinder, square based prism,
rectangular pyramid, square
based pyramid, cube

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:
Set 1 Pictures of the entire room of a home with A series of eight to ten pictures, representing the
typical item
classification of the Child’s Environment.
 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 neighborhood with  A Park with benches, lake, ducks, climbing frame,
typical items swings, slide, bins, picnic tables

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 A street with vehicles, dog on a leash, shop fronts,
children walking with careers
 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

Set 3 Pictures of Cultural extensions with  Plants

typical examples  Wild animals
 Pets
 Famous buildings/landmarks
 People wearing national costume
 Dancers
 Landforms
 Science Experiments
 Visual Arts
 Musical Instruments
 Types of transportation
 Types of Houses

PRESENTATION:

 Invite the child, “Let us look at some pictures of … and see if you can recognise 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 sentenc
 Encourage the child to speak – make conversation

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 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  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
 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”

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Part 1 Give a series of instructions around an object using its full name, the children always have a
right to refuse

 “Jane, please point to the window”

 “Fred, please close the door”
 Tom, Please pass me the map”

Part 2 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 3  Later, give its function, show how it is held when carried and give a typical action
connecting it to its use
Part 4 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
Give all the details and parts of a familiar object

 e.g. a cup has a rim, base, handle

Part 6  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

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AGE AT PRESENTATION:
As soon as the child is ready for Elementary Activities

CONVERSATION:
Rectify missed opportunities for verbal expression with adults by listening to children and speaking with a rich
and varied vocabulary. This is most commonly done by using pictures to stimulate a conversation with an
individual or small group. It is also done by;

1. Greeting each child individually as she enters the Casa each morning , ask about her morning so far,
what she ate, what she is wearing and how she is feeling – prompting her as necessary to give
information.
2. Show interest in a child’s work, when discussing brushes ask if she brushes her own hair and knows
how to tie it, pouring ask him what he enjoys drinking at home and if he makes himself and younger
sibling drinks, when using frames ask about the fastenings of shoes children have at home. Older
children will pick up on your genuine interest in the lives of the little ones and speak to them about
things they have in common, like pets, siblings, favorite cartoons, they are also more likely to offer to
help younger children they know.
3. Younger children directly and indirectly receive lessons in Grace and Courtesy and use them in the
classroom, e.g. “May I watch you work?”, “Please can you help me?”
4. Festivals, birthdays, new siblings and pets, parents getting married, holidays and changes in routine,
such as a teacher being absent and preparations for visitors and trips offer natural opportunities for
discussion.

I SPY GAME
This is a very early activity to be begun as soon as the child is settled. Have a box with objects ready. Use
phonics and not the names of the Grapheme
PRESENTATION:
Stage 1 beginning sounds Indicate parts of the body, clothing and accessories to ask for words by
their phonemes

 “I Spy with my little eye something on my wrist beginning with

(the phonic) ‘b’”
 Repeat pointing to the object
 Indicate to one child who answers, “bangle

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 Continue with clothing and then objects from the I SPY box
 “I Spy with my little eye something in my hand beginning with
(the phonic) ‘p’”
 Repeat pointing to the object
 Indicate to one child who answers, “pencil”
 Over a period of time cover al the common phonemes so that the
child becomes familiar with the concept that all words begin with
a phoneme

Stage 2 Beginning sounds Have two objects whose names begin with different phonemes, e.g. a
glass and a pencil

 “I Spy with my little eye something in my hand beginning with

(the phonic) ‘g’”
 Repeat pointing to the object
 Indicate to one child who answers, “glass”
 Increase the amount of objects for the child to choose from as
her ability grows

Stage 3 Beginning sounds Once the child can select an object by its initial phoneme choose any
object from an area in the environment

 “I Spy with my little eye something in that corner beginning with

(the phonic) ‘ch’”
 Repeat pointing to the object
 Indicate to one child who answers, “chair”
 Increase the area of the room in which the child can choose from
as her ability grows, until the whole room is included. Let the
children select the objects too.

Stage 4 Ending sounds Have an object in your hand, and give it’s first and last phonemes

 “I Spy with my little eye something in my hand beginning with ‘p

and ending ‘n’” (using the phonics)
 Repeat pointing to the object
 Indicate to one child who answers, “pen”

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 Widen this version of the exercise out to a corner and then the
whole of the Living Room

Stage 5 Middle sounds This stage evolves naturally out of Stage Four when the child is ready.
When the child answers, “pen” as above, say;

 “Are there any other sounds that you hear when you say ‘pen’?”
 The child may say, “e”
 Use words with more phonemes e.g. ‘table – T AY B UL’, ‘chair CH
AIR’

Stage 6 Without materials  Say to the child, “I will give a sound, you tell me what words have
this sound at the beginning, middle or end, “m” .’ (using the
phonics)
 The child replies “mat” or “camel” or “jam”

DIRECT AIM:

 To help the child become aware of the phonemes that make up her spoken language
 To help analyses the words of her spoken language into phoneme

AGE AT PRESENTATION:
Two and a half years
FOOTNOTE:

 Play I SPY daily

 Give the names of those objects the children do not know first

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 1 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)

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Stage 2 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 3 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
 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 analysing 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:
 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).

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 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.
 Given the opportunity for children to express themselves to a small group.
 Given 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.

STORIES:
Children enjoy hearing stories and retelling them, they are soothed by familiar stories sooth them while
exciting ones stimulate children and encourage them to re-explore. Keep stories simple and appropriate to
their experiences while enriching the child’s life and vocabulary. Choose a relevant story based on the groups
interests, answering their questions, conveying positive values and allaying their fears. Story telling is an
ancient art, once conducted by professionals to bring news of the outside world – politics and religion, to
strengthen regional identities and for entertainment to Nobel families and the illiterate masses. Ancient tales
existed as oral narratives passed down from master to apprentice long before they were recorded and made
available by the printing press.
Short stories are a tool to enrich vocabulary and, for the young child, to reexamine her daily life, family and
animals the Directress can improvise parts of the narrative following the groups interest and energy. When
sing illustrations find a way that reassures the children that they can all see very well, smaller groups will find
this easier. We show beautiful books which speak to the child beginning with geographical an anthropological
ones, and biographies of famous lives from artists and scientists from all fields. While narrating the story we
can show photos, postcards, and give examples of the work of those famous people. These stories provide
Sustenance for the child’s writing later, especially as we link the author’s t the books saying, “One day
someone sat down to write a story, her name was…, she wrote…”
I The story Let the child participate, offering ideas and A: Fluency
teller improvising a story around them, ensure it  flowing pace.
has a happy ending, that troubles are

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resolved, to develop a child’s confidence at  ability to look ahead into the
solving problems, handling real events and narrative.
their concerns.  be aware of key words for
meaning.
 make full use of the
information.

B: Creating Interest

 Employ a variety of paces and

pitches
 Convey punctuation
 Emphasise key words
 Have a rhythmic fluency

C :Posture and delivery

 Sit comfortably upright

 Maintain eye contact
 Hold the book and
illustrations carefully and
comfortably
 Ue gestures and facial
expressions

D: The methods employed to create

and sustain interest depend on the
topic and audience.
E: The reader is responsible for
conveying the content and feel of the
story.

II The Narrative Content should:

 relate to the child’s life

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 have an emotional range, with
problems resolved into a happy
ending
 At age five to five and a half begin
giving fantasy

III The Audience  Gives suggestions for content

 Can dramatize the story to retell it
(this helps the Directress evaluate
understanding)

Stories can be divided into:

1. Non-Fiction of the Present- Cultural aspects of the present time e.g. botany, the neighborhood and
school, regions, religious festivals.
2. Non-Fiction of the Past – avoiding stories of war, present the lives of positive historical figures from all
fields.
3. Fiction – enjoyed by older children who are grounded in reality.
4. Myth-Histories – again for older children telling of legends, e.g. King Arthur, Finn McCool, Ancient
Greek Myths.
5. Non-sense stories – for older children.
6. Ballads – for children over 6.

The aim of giving stories is to inculcate a love of reading – show them that you value reading and encourage
parents to do the same, encourage children to take books home and read them, insisting that they are handled
carefully. When the children write let them read each others stories.

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 its 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

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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 recognize 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 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.

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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:

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