Hafiza Sara Farooq

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Assignment Module 3
Question No: 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.
Answer:
I have the material of metal insets. I talked to Miss Aisha Razi and told her
about it. She allowed me not to make cut outs and to attach the image of the
material I have. Kindly accept.

Metal Insets:
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Creative Designs:
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Question No: 2
Explain how word building is introduced to children using
Moveable Alphabet and Alphabet boxes at Pink, Blue and
Green levels.
Answer:
LARGE MOVABLE ALPHABETS (LMA):

When a child has learnt the phonetic sounds of the alphabet and has
developed the ability to identify them in words, he is ready to build words with
the large moveable alphabet. Exercise: Material required includes a large box
with 28 compartments, one for each letter of the alphabet, stiff cutouts of
plastic letters. Vowels should be blue and consonants red for contrast. The
directress starts by spreading a mat out on the floor. She opens the box of
LMA, allowing children to observe the alphabets as she pronounces alphabets
by sounds and asks them to find the pronounced letter. When a child
successfully does so, the letter is placed on the mat and exercise is repaired for
all the alphabets ensuring maximum student participation.

PINK LEVEL:

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 sounds.
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Pink Level Segmentation:

Materials required for this exercise are Pink boxes containing attractive small
objects whose names are three-letter phonetic words, for example, cat, box,
cup, pig, pot etc. The directress spreads out a mat on the floor. The alphabet
box is opened with its lid set aside. The teacher shows the children how to take
an object, put it on the mat and builds its name beside it, and then takes
another object and put it under the first one and build its name. As soon as the
child has understood the exercise, he works alone. He puts the objects down
one at a time on the mat and builds their names. The child can use any of the
pink boxes in the same way.

Exercises:

1- Object Box with LMA

2- Picture box with LMA

Pink Level Blending:

Materials required are a 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 all the objects should be printed on 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 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.
Finally she allows them to do the same independently.

Exercises:

1- Object Box with written cards

2- Picture box with written cards
3- Six picture card
4- Word lists
5- Phonetic booklet
6- Secret Box
7- Sight words
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8- Phrasal strips
9- Sentence Strips

BLUE LEVEL:

After the child has been successfully reading three letter phonetic words, he is
ready to begin building and reading four or more letter phonetic words in the
blue level.

Blue Level Segmentation:

For this exercise, materials required are a 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 using the LMA, and pronounces it. Finally she allows the child to do the
same.

Exercises:

1- Object Box with LMA

2- Picture box with LMA

Blue Level Blending:

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 lists, picture cards etc.

Exercises:

1- Object Box with written cards

2- Picture box with written cards
3- Six picture card
4- Word lists
5- Phonetic booklet
6- Secret Box
7- Sight words
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8- Phrasal strips
9- Sentence Strips

GREEN LEVEL:

The child is finally introduced to the green level comprised of phonograms,

after the successful completion of the pink and blue level. In this level,
phonetic words with one phonogram are used. For example, while teaching
the phonogram “sh” the teacher introduces the child to words like brush, shell,
shrub, fish etc. Less common phonograms are only introduced to the child as
and when he comes across them. Phonograms themselves are in red while the
rest of the alphabets are in black. The phonogram is written on the top of the
box. Each phonogram has a different box dedicated to it. The directress 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 word cards to the
student turn by turn, asking him to pronounce each word and then place it.

Green Level Blending:

1- Picture box with written cards

2- Word lists
3- Phonetic booklet
4- Sentence Strips

Green Level Segmentation:

1- Picture boxes with alphabet boxes

Question No: 3
Write a comprehensive note on exercises of oral language.
Answer:
Exercises of Oral Language:

Even before entering Montessori, most children are already capable of

constructing words and forming sentences through communicative exposure
to family and friends. This learning is however unconscious and almost
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instinctive. What Montessori methods attempt to do is basically equip children

with the tools required for language development in a scientific manner so as
to enable conscious learning as well. The exercises in the Montessori are
developed to improve speech clarity, expand vocabulary, familiarize students
with different aspects of language so they may develop appreciation and
enjoyment towards the language so they may subsequently be prepared for
more complex writing and reading work.

There are two Montessori groups for teaching oral language to the child in the
appropriate manner:

1- The enrichment of vocabulary

2- Language training

1- The enrichment of vocabulary:

In these activities, the child learns new words on a daily basis through formal
lessons and classified group activities. Language lessons are given to the child
from the first day he enters the school. This serves two purposes:

 Children gain vocabulary.

 New children get orientated to the environment quickly due to the
familiarity of older children with the names of the objects in the
environment.

Exercises:

i. Objects of the Environment:

Materials required for this exercise are objects already present in the
classroom environment, for example, chair, table and lamp etc. The
directress starts by choosing three words broadly representing a
category, for example, floor, wall, and ceiling etc. She uses the Three
Period Lesson and asks students to name one of the things, for example
the floor. She will touch the floor and identify it by calling it by its name,
before asking students to do the same, eventually repeating with all the
words. Next, she will ask the students one at a time to choose any one of
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the three objects and ask them to name it, repeating this until all
children are comfortable with the three words. She may then move on
to introducing students to other word categories.
ii. The Sensorial Material:
For this exercise, the directress needs to have the sensorial materials on
hand so she can use the Three Period Lessons to give language lessons
introducing nouns and adjectives relating to the respective sensorial
material. This is normally done when the child has already mastered
handling of the material and interest is waning.
iii. Classified Cards:
The directress first arranges a set of labeled or unlabeled picture cards
representing a class of objects, for example plants, furniture and animals
etc. She starts the exercise by choosing a set of cards and introducing it
to the students by manner of casual conversation. She shows the child
the classification card and talks about what he sees on that card, before
placing it face down next to the box of cards. She does the same with all
cards and then separates the one the child knows from those he does
not, so she can teach their names to them and fill any learning gaps by
way of Three Period Lesson until the child can confidently identify all the
cards.
iv. Nomenclature Cards:
A collection of classified nomenclature cards that illustrate geography,
geometry, biology, and other sciences is needed. She starts the exercise
by choosing a set of cards and introducing it to the students by manner
of casual conversation. She shows the child the classification card and
talks about what he sees on that card, before placing it face down next
to the box of cards. She does the same with all cards and then separates
the one the child knows from those he does not, so she can teach their
names to them and fill any learning gaps by way of Three Period Lesson
until the child can confidently identify all the cards.
v. Social Vocabulary:
The use of grace and courtesy words are introduced and role-played by
using objects already present in the environment around. The directress
demonstrates the term and acts it out herself before asking the child to
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repeat after her. This helps expand children's vocabulary as they learn to
classify things in their environment as well as indirectly prepares them
for other cultural studies in the future.

2- Language Training:
In these exercises, the child undergoes a great variety of language
experiences. He is exposed to many forms of literature, exercises of self-
expression and games to learn grammar of a language.

Exercises:

1- Telling and Reading Stories:

This exercise can be done with a group of children or one-to-one. The
directress makes students sit in a semi-circle so that every child has a
clear view of the teacher's body language, gestures and facial
movements, which can help the child to understand the meaning of the
story better. The stories should be based in reality, whether based on
true events or a work of fiction, and not fantasy. She should avoid
showing pictures during this exercise so the child can use their own
imagination. Children should also be encouraged to share their own
stories as well. Once the story has been read out to the children, it is put
back in the Book Corner (explained below) where the children are free to
look at it. Story telling helps strengthen the teacher-student relationship
as well.
2- Poetry:
Poetry is a mode 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 not contain any explicit content or
convey any negative influence. She should start with shorter poem that
are easier to memorize, 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.
3- Books Corner:
The book corner is a place where the child goes to read a good book or
just look at the illustrations in it. To make this corner more inviting and
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interesting for children, it should be colorful and equipped with a

lamplight, floor mat, a couple of chairs etc. Books with the least amount
of text and more pictures should be placed on the bottom shelf to make
it accessible for the youngest children whereas the books with more
lengthy texts should be placed higher up for relatively older students.
Quality of the books must also be maintained.
4- News Time:
This exercise involves sharing news sporadically with each other, i.e.,
students to directress and vice versa. This exercise helps develop
confidence and improves the story telling and expression of a child. For
the exercise to be effective in its goal however, it is important that the
directress listens to the child with keen interest, and does not interrupt
them except to encourage them to share further details by asking
questions etc. if they are feeling shy or lost for words.
5- Asking Questions 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, a club sandwich. The directress could
ask a series of relevant questions like, "What is the sandwich made of?"
"Where do the ingredients come from?" "What color are they?" etc. The
directress should repeat these exercises regularly to encourage
brainstorming and sharing of ideas.

Question No: 4
Prepare at least one sample material for every exercise of
Pink, Blue and Green levels.
Answer:
Pdf file attached along