Name: Hina Ismail.

ID: D19352

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:
Name: Hina Ismail.
ID: D19352
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 the min 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 at 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,
Name: Hina Ismail.
ID: D19352
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 color coded box, containing objects with three
Etc. words. All the alphabets used in this level should give their sounds
Exercise:
Materials required are pink color 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 car done by one, placing them in front of the child, pronouncing
individual letters one by one, pronouncing the whole words and asking the child if
he could match the name card with the object. Finally she allows them to do the
same independently

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):
Name: Hina Ismail.
ID: D19352
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 of 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
Q3. Write a comprehensive note on exercises of or all 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
Name: Hina Ismail.
ID: D19352
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.
Exercise – 1
Objects to the Environment.

Materials:
The objects of the environment such as chair, table or lamp.
Presentation:
Name: Hina Ismail.
ID: D19352
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

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 on 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 did not know with the card she 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:
Name: Hina Ismail.
ID: D19352
(Sorting Cards)
1. Choose two sets of classified cards that the child is already well familiar e.g.
transport and living rooms cards.
2. 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. 3. Mix the remaining cards in both the sets together in one pile.
4. 4. Place the matching cards next to each other, with some reasonable space
between them towards the top of the table.
5. 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.
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
Exercise 4
Nomenclature Cards
Materials:
Collections of unlabeled 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.
Name: Hina Ismail.
ID: D19352
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.
Help classification of the environment.
In Direct Purpose:
Preparation for other culture studies.

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
Name: Hina Ismail.
ID: D19352
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 memories,
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.
The directress can pose intelligent questions to introvert and shy children,
requiring more description of the news they want to share.
Exercise 4:
Name: Hina Ismail.
ID: D19352
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 color 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 Level Word Work

Pink Phonetic Object Boxes with LMA
Name: Hina Ismail.
ID: D19352

Pink Phonetic Picture Boxes with LMA

Name: Hina Ismail.
ID: D19352

Pink Phonetic Object Boxes with Written Cards

Six Picture Cards

Name: Hina Ismail.
ID: D19352

Pink Level Secret Box

Pink Level Word List

Name: Hina Ismail.
ID: D19352

Pink Level Phonetic Booklets

Pink Sight Words

Name: Hina Ismail.
ID: D19352

Phrasal and Sentences Strips Pink Level

Pink Sentence Strips

Name: Hina Ismail.
ID: D19352

Blue Level Word Work

Exercise 1:
Blue Phonetic Object Boxes and LMA:
Name: Hina Ismail.
ID: D19352

Exercise 2:
Blue Phonetic Picture Boxes and LMA:

Reading Exercise:1
Blue Phonetic Object Boxes and Written Cards
Name: Hina Ismail.
ID: D19352

Reading Exercise 2
Blue Phonetic Picture Boxes and Written Cards
Name: Hina Ismail.
ID: D19352

Reading Exercise 3
Blue Six Picture Cards:

Reading Exercise 4
Blue Level Secret Boxes
Name: Hina Ismail.
ID: D19352

Reading Exercise 4
Blue Level Word List

Reading Exercise 4
Blue Level Phonetic Booklets
Name: Hina Ismail.
ID: D19352

Reading Exercise 4
Blue Phrasal Strips

Reading Exercise 8
Blue Sentence Strips:
Name: Hina Ismail.
ID: D19352

Green Level Word Work

Reading Exercise 1
Green Picture Boxes and Written Cards:

Green Sentences Strips (Story Starters)

Name: Hina Ismail.
ID: D19352

Reading Exercise 3
Green Lists of Words 2
Thank
You