Sada Gul

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Assignment Module#4
1. Cut out all the 10 shapes of metal insets on tough chart paper and make
creative designs of all levels as describes in the book. Paste the inset papers
carrying your designs on your assignment.
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2. Explain how word building is, introduced to children using movable alphabet
and alphabet boxes at pink, blue and green levels
LARGE MOVABLE ALPHBETS (LMA):
Exercise-1:
Material:
 A large box with 28 compartments, one for each letter of the alphabet and
two extra which can be used for the dots of the 'i's" and "j's."
 Stiff cutout of letters made of plastic.
 Vowels are blue and consonants are red.
 Script letters are to familiarize the child to print.
Presentation:
The teacher spreads a mat on the floor. She invites 3 to 4 children. She opens the
box of large movable alphabets. She put the lid under the box. She allow the
children to observe the alphabets for a minute. In order to familiarize them with
the material, she pronounces alphabets by sound. "Can someone find ‘a’?" "Put 'e'
on the mat." "Find 'g.'" Each time the teacher calls a letter, all the children start
looking for it until someone finds it and place it on the mat. She repeats this
exercise for all the alphabets make sure all the children participate.
Exercise-2: Word building with Large Movable Alphabet
Material:
 Green felt mat.
 Box of large movable alphabets.
 Basket with objects whose names are three lettered.
 A notebook for tracing the words.
 A pencil and a clipboard.
Presentation:
The teacher Spread the mat and place all the material with help of children on it.
She takes an object from the basket for example a car. If the child identify the name
of the object, she places it on the mat. She then asks the child about the first sound
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produced by taking its name like “c” in car. She stresses on the first sound until the
child identifies it. She then ask the child to get the alphabet from the LMA box. She
repeat the same exercise with all the alphabets in the word and places them in
front of that object. She then do this for all the objects in the basket so the child
learn to make words by hearing the sounds. She allow the child to practice on his
own. She then instruct the child to trace each word in the notebook.
PINK LEVEL WORD WORK:
At this level, word activities involve three-lettered CVC (consonant-vowel-
consonant) and two lettered phonetic words. All the alphabets used in this level
should give their basic sound.
Exercise-1:
Material:
LMA box, pink color-coded boxes, objects having three lettered names, a mat, small
writing booklet and pencil.
Presentation:
The teacher places the LMA box and objects on the mat. She takes out the objects
one by one pronounces their names, takes out the required alphabets and
construct the words. She involves the child by asking the sounds of letters and allow
them to spell the words. After all the words are, built the child is, asked to trace
them in his notebook.
Exercise-2:
Material:
Material is same as for exercise 1. Only pictures are, used instead of objects.
Presentation:
This exercise is same as exercise 1 except the teacher uses pictures instead of
objects.
Pink level blending (beginning phonetic reading):
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Exercise-1:
Material:
Pink color-coded box, containing objects having three lettered names. Words
including middle level graphemes can be included such as ball, moon etc. name
cards of all the objects printed on light pink paper card or laminated cardboard, a
small tray, a booklet and a pencil.
Presentation:
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 them name cards one by
one, placing them in front of the child, pronouncing individual letters one by one,
pronouncing the whole word and asking the child if he could match the name card
with the object. She also help the children at first and then allow them to do it
independently.
Exercise-2:
Material:
Same as above exercise except pictures are, used instead of objects.
Presentation:
All the exercise is same as above only pictures are, used instead of objects.
Exercise-3:
Material:
Pink cards A4 size with six pictures in two rows and a reading card in an envelope,
which is, attached at the back of each pink card.
Presentation:
This exercise is, done with one child at a time. The teacher stack the word cards
neatly. She spreads the pictures card in front of the child and tell their names. Then
she takes out the word cards one by one and allow the child to make sounds of
individual alphabets. She also make the child sound the whole word. She asks the
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child to place the word card under its respective picture. She allow the child to
repeat the exercise if he wishes to.
Exercise-4:
Material:
Pink color-coded secret box containing pieces of papers folded twice, the papers
contain three-lettered words previously used in the reading boxes.
Presentation:
The exercise is, done with every child individually. The teacher places the secret
box in front of the child and tells her that, it is a secret box with some words, read
it silently. The teacher takes out one paper unfold it and read it silently then ask
the child to do the same. She invites the child to unfold all the papers and read the
words silently. After the child read all the words the teacher, verify them by asking
the child to whisper those words in her ear.
Exercise-5:
Material:
It includes lists of words. Each list contain six to eight words. The words may have
a common vowel repeated in all words, an initial or final word repeated or mixture
of three lettered words.
Presentation:
The teacher places the lists in front of the child. She asks him to blends the sounds
of each alphabet silently and speak the whole word loudly.
Exercise-6:
Material:
A booklet with pink color outer cover. Each page of the booklet contains a three-
lettered word on one side. A tray, small writing booklet and a pencil.
Presentation:
At first, the teacher opens the booklet and turn the pages one by one, allowing the
child to read the words on each page. Then she invites the child to hold the booklet
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and turn the pages himself. She then encourage the child to write words he has
read.
Exercise-7:
Material:
Flash cards of sight words, pink bordered white flash cards containing words
necessary for completing a sentence or phrase.
Presentation:
The teacher introduces two to three flash cards. She uses three period lesson to
introduce those words. First, she tells, “This is _.” Then she asks, “show me _?” she
then shuffle the cards and ask, “What word is this?”
Exercise-8:
Material:
Six pink-colored strip with a picture on one side and a phrase on the other side, all
the alphabets are, written in small case, the phrases include sight words and three
lettered phonic words.
Presentation:
The teacher selects one strip at a time. She points to each word and reminds the
child of the sight words and phonic words. She allow the child to read the words
and then the whole sentence.
Exercise-9:
Material:
Sentence strips of pink color, containing a picture on one side and a sentence on
the other side, capital letters and punctuation is, introduced on this stage.
Presentation:
The teacher introduces one strip at a time to the child. She reminds him the sight
words. She also explain the concept of punctuation and capital letter to the child.
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BLUE LEVEL WORD WORK:

Blue level segmentation:
Exercise-1:
Material:
LMA box, blue boxes containing small objects whose names longer phonetic words.
Presentation:
The teacher places the LMA and the blue box on the mat. She allow the children to
name the objects in the blue box. The teacher takes one object, build the name
using the LMA, and pronounce it. She allow the child to do the same.
Exercise-2:
Material:
Material is same as in exercise 1 but pictures are, used instead of objects.
Presentation:
The process is also same as in exercise when except pictures are, used instead of
objects.
Blue level blending (beginning phonetic reading):
These are same as in the pink level exercises. Just as the material used are colored
blue. Using different colored format keep the interest toward learning alive in a
child. The exercises included are as follows:
1. Blue phonetic object boxes and written cards.
2. Blue phonetic picture boxes and written cards.
3. Blue six picture cards.
4. Blue level secret boxes
5. Blue level word lists.
6. Blue level phonetic booklets.
7. Blue phrasal strips.
8. Blue sentence strips.
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GREEN LEVEL WORD WORK:

After the child successfully completes the pink and blue level he is, introduced to
the green level, which includes phonograms. In this level, phonetic words with one
phonogram are used. For example, while teaching the phonogram “sh” the teacher
uses brush, shell, shrub, fish etc. Rarely used phonograms are introduced to the
child when he comes across them therefore no special material is needed.
Exercise-1:
Material:
Green boxes containing green color-coded picture and word cards, having phonetic
words with only one phonogram. Red ink is, used for the phonogram and the rest
of the alphabets are in black. The phonogram is, written on the lid of the box.
Prepare separate boxes for each phonogram.
Presentation:
The teacher shows the phonogram written on the lid to the child. She spreads the
picture cards and pile the word cards on the table. Then she shows the words cards
one by one to the child, ask him to pronounce the word and place it beside the
corresponding picture. The child can always refer to the lid for the phonogram
during the exercise.
Exercise-2:
Material:
List of green cards containing words where the phonogram is in red and rest of the
alphabets are in black. A picture of one word is, placed beside its name card at the
top of the list.
Presentation:
The teacher introduces the phonogram to the child. She then tells the sound of the
phonogram in the picture and first word as a clue. She asks the child to read the
rest of the words pronouncing the phonogram and copy the words on a paper.
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Exercise-3:
Material:
An envelope, containing list of graphemes representing one sound.
Presentation:
The teacher shows the envelope to the child and tells him that all the letters sound
the same. She then takes out the list and asks him to read. She then encourages
him to read all the lists.
Exercise 4:
Material:
Strips with pictures on one side and sentences with words containing phonogram
on the other.
Presentation:
The teacher shows the strips to the child and encourages him to read them loudly.
Exercise 5:
Material:
Separate booklets for every phonogram written on their cover.
Presentation:
Shows booklets to the child one at a time introduce him to the phonogram and ask
the child to read the words inside the booklet.
Green level segmentation Exercise:
Material:
Two sets of alphabet boxes. One in red and other is black and blue. All the letters
are, arranged alphabetically while vowel and consonants are of same color.
Presentation:
The teacher introduces the child to alphabet boxes. She asks the child to select a
phonogram box from reading exercise 1. She pulls out a picture from the
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phonogram box and asks the child to construct the word for that picture using the
alphabets. She ask the child to use red color alphabets for the phonogram.
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3. Write a comprehensive note on exercises of oral language.

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 purposes of these exercises:
a. Speech clarity.
b. Vocabulary expansion.
c. Familiarize with different aspects of language.
d. Develops appreciation and enjoyment toward language.
e. Prepares 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 begin with very broad classifications. Later, the teacher
moves to the sub-classifications. The teacher simply works from simple to more
complex, groups of vocabulary. She present the child with words that he has
already familiar. Three Period Lesson style is very effective.
Exercise-1: Objects of 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 lesson. She asks to name one of
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the things. For example, floor. She touch the floor, “This is the floor.” Then she asks
the children to do the same. The she do the same with the other words. Then she
asks one child at a time to show her one of the three. Then she asks the name of
each object. She repeats until the children are comfortable with these three words.
She then introduces other examples for word categories such as Table, Chair, and
Shelf. Bowl, Spoon and Tray. Jug, Scissors and Bin. Soap Dish, Brush and Sponge.
Exercise-2: The Sensorial Materials
Materials:
The sensorial materials
Presentation:
The teacher uses three period lesson 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
Material:
A set of labeled or unlabeled picture cards representing a class of things, e.g.
animals, plants, furniture etc.
Presentation-1:
The teacher Invites children to work. She chooses one set of cards. Introduces the
cards conversationally/non-formally. Shows the child the classification card and
Talks about what he sees on that card. Places the card face down next to the box
of cards. She shows all the cards and Separates the cards he knows and the cards
he does not know. She teaches the names of the cards he does not know by doing
a Three Period Lesson with three cards at a time. When the child is sure of all of the
names, she mixes them with the cards he knows. Do a second Three Period Lesson
with the entire set. Put the entire set back into the box.
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Presentation-2:
The teacher chooses two sets of cards that the child has already familiar. She then
takes out the two classification cards and mixes them together. She places the
classification cards next to each other, with ample space on the mat. She asks the
child to name each card, one by one and place it in a column under its appropriate
classification card. Once the child is comfortable using two sets, she introduces
them to three or four different sets.
Exercise-4: The Nomenclature Cards
Materials:
Collections of Classified Nomenclature cards. Illustrating geography, geometry,
biology, and other sciences. About 200 sets of cards that can be, changed regularly
and frequently if needed.
Presentation:
Same as classified cards presentation.
Exercise-5: The Vocabulary of Social Relations
The use of grace and courtesy words are, introduced and they are role-played.
Material:
Objects in the environment may be used.
Presentation:
The teacher invites 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.
Indirect purpose:
Preparation for other cultural studies
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2. LANGUAGE TRAINING:
Exercise-1: Reading and telling stories:
This exercise is, done with one child or a small group of children. The teacher make
them sit in a semi-circle, so that every child has a clear view of the teacher’s
gestures and facial movements. Which helps a child to understand the meaning of
the story. The stories are about reality, whether true or fictional. Fantasy stories
are for the older children. Telling stories strengthens relation of a teacher and
children. Teacher avoid showing pictures during this exercise so the child uses his
own imagination. She also ask children to share their stories as well. Similarly,
teacher sometimes read story from a book. Well-constructed real stories are,
chosen, though they do not have to be true. Once the story is, read to the children,
it goes to the Book Corner where the children are free to look at it.
Exercise-2: Poetry-Rhymes, jingles and songs
Poetry is a mode of self-expression and communication that attracts the young
child. The teacher takes special care while selecting a poem so as it does not depict
any kind of negative message. She starts with short poem, which are easy to
memorize. She reads the poem aloud then read one sentence at a time and asking
the children to repeat after her. This continues in this way until the child learns the
entire poem. She also tries to create poems. Rhymes and Jingles are, taught in the
same manner as with poetry.
Exercise-3: Books corner
The book corner is a place where the child goes to read a good book or just look at
the pictures in a book. This corner, in a Montessori classroom, is a special place.
The materials used to create a book corner like a floor mat, lamplight etc. make this
place even more special. Only two chairs are, placed in the book corner to make it
a calm and peaceful area. Books with least amount of text and more pictures are,
placed on the bottom shelf. It moves up depending on the amount of text. This
allows the youngest children to have easy access to the books with less text and
more pictures. Quality of the books are, also maintained.
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Exercise-4: News Time

Sharing news is, done in any time of the day. Giving news is, done one-on-one with
the child, in small groups, or even with the whole class. This exercise is, not done
as routine or it loses its essence. This exercise develops confidence and improves
expression of a child. It is important for the teacher to listen to the child with
interest and immediately. The child can repeat his news during News Time, in front
of the class if he wishes. The teacher also encourages them by sharing news herself.
The teacher may ask open-ended questions to help shy children be more
descriptive. The other children may also help by asking their own questions. The
teacher help each child feel comfortable in sharing his news.
Exercise-5: Asking questions Game
These are fun games, which help the child to think more than he would naturally
do. It is a great exercise of brain. This can be, played individually or with a group of
children. For example, if a child had fries for lunch, the teacher may ask:
What are, they made of?
Where does potato come from?
What color is a potato?
What else can we make from potato? Etc.
The teacher repeat these exercises regularly to encourage sharing of ideas.
Exercise-6: Grammar games:
These games are, played to; informally introduce parts of speech to a child and
their proper use.
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4. Prepare at least one sample material for every exercise at Pink, Blue and Green
levels. Submit the material along with your assignment.