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.

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 allows 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.

Presentation:

The teacher Spread the mat and places all the material with help of children on it. She takes an object
from the basket for example a car. If the child identifies the name of the object, she places it on the mat.
She then asks the child about the first sound produced by taking its name like “c” in car. She stresses on
the first sound until the child identifies it. She then asks the child to get the alphabet from the LMA box.
She repeats the same exercise with all the alphabets in the word and places them in front of that object.
She then does this for all the objects in the basket so the child learns to make words by hearing the
sounds. She allows the child to practice on his own. She then instructs 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 allows 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):

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 stacks the word cards neatly. She spreads
the pictures card in front of the child and tells their names. Then she takes out the word cards one by
one and allows the child to make sounds of individual alphabets. She also makes the child sound the
whole word. She asks the 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 contains 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 speaks 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 turns the pages one by one, allowing the child to read the
words on each page. Then she invites the child to hold the booklet and turn the pages himself. She then
encourages 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 strips 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 allows 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
explains the concept of punctuation and capital letter to the child.

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 allows
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.

5. Blue level word lists.

6. Blue level phonetic booklets.

7. Blue phrasal strips.

8. Blue sentence strips.

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
piles 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.

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 phonogram box and asks the child to construct the
word for that picture using the alphabets. She asks the child to use red color alphabets for the
phonogram.

3. Write a comprehensive note on exercises of oral language.

Exercises of oral language:

1. The enrichment of vocabulary.

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 lessons. She asks to name one of the things. For example, floor. She touches
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

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.

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

2. LANGUAGE TRAINING:

Exercise-1:

Reading and telling stories: This exercise is, done with one child or a small group of children. The
teacher makes 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 avoids showing pictures during this exercise so the child
uses his own imagination. She also asks 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:

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 is, also
maintained.

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 feels 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 teachers
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.

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