NAME: SHAMAILA KIRAN ROLL NO:D16633

NAME; SHAMAILA KIRAN

ROLL NO; D16633

ASSIGNMENT
MODULE 4
NAME: SHAMAILA KIRAN ROLL NO:D16633

Q1. Cut out all the 10 shapes of metal insets on tough chart paper and make creative
designs of all levels as described in the boo
METAL INSETS DESIGNS
NAME: SHAMAILA KIRAN ROLL NO:D16633
NAME: SHAMAILA KIRAN ROLL NO:D16633
NAME: SHAMAILA KIRAN ROLL NO:D16633

Q2.Explain how word building is introduced to children using Moveable Alphabet and
Alphabet boxes at pink, Blue and Green Levels.
Movable Alphabet Boxes
When the child has learned the phonetic sounds of the alphabet and knows the
letters by sight and has listened for the sound in words when learning them, he is
ready to build words with the large movable alphabet.

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." The box contains stiff cut-out
letters. The vowels are blue and the consonants are red. Script letters are used to
accustom the child to print. He does not feel these letters, so the cursive need not be
used here.
NAME: SHAMAILA KIRAN ROLL NO:D16633

 
A large green felt mat.
 

PURPOSE:

Analysis of phonetic words as a preparation for reading, writing and spelling.

PRESENTATION 1: Finding Sounds with Large Movable Alphabet

This exercise is best done with 3-4 children who are all at the same stage.
 
The teacher spreads a large green mat on the floor. She opens the box of letters and
puts the box in the lid, in front of the children. She lets the children look at the
letters for a minute and then, in order to get them used to the material, she asks for
various letters by sound. "Can someone find 't'?" "Put 'c' on the mat." "Find 'm.'"
Each time the teacher says a letter, all the children look for it until someone finds it
and puts it on the mat.

The children do not take turns; everyone tries to find the letters. When the children
have had enough practice in finding the letters, they all help to replace into the box
those taken out.
 
NAME: SHAMAILA KIRAN ROLL NO:D16633

PRESENTATION 2: Building Words with Large Movable Alphabet

The same day, if there is time (otherwise, the following day), the teacher may
proceed to word building. The material is arranged as before. The same group of
children take part. The teacher tells them, "We are going to make words." She
chooses three-letter phonetic words. She says, for example, "

We are going to make bat. What sounds can you

hear when I say "bat?" The teacher will accept

them

in any order and will show the children how to place

them on the mat to make the word "bat."

"What sounds can you hear when I say bat?" A child

may say the sound "b." "Yes, someone find 'b.'" A

child finds "b" and is shown where to put it on the

mat. "What else do you hear in bat? The teacher keeps on prompting in this fashion
until the word is built on the mat. The teacher then reads the word back to the
group a few times, the sound of each letter pronounced individually and then as a
whole word. "We have made b-a-t, bat. Now, we will make pig. What sounds do you
hear when I say pig?" The lesson continues in this way. A number of three-letter
phonetic words are suggested by the teacher and the children build them.
 
This group lesson is repeated on subsequent days.

Pink Level boxes

All the words in the pink series consist of two or three letters phonic words typically in the
letter format CVC [consonant, vowel, consonant]. All letters in each word must be
completely phonetic and represent the sounds learnt with the sandpaper letters. Some
words such as car, are three lettered CVC words but are not phonetic so be careful to make
sure words are completely phonetic. Before starting with the pink series children must have
completed the previous activities.
NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink Box 1:
Materials:
A box of six phonetic objects at pink level
Moveable alphabet and mat

The child chooses an object, identifies the sounds in the in the word, gets the correct letters
from moveable alphabet and builds the words on the mat. At this stage we do not get the
child to read back the words they have built.

Pink Box 2:

This is used exactly the same way as pink box 1 but the child has a box of six pictures instead
of objects.
NAME: SHAMAILA KIRAN ROLL NO:D16633

When the child has worked with pink box 2, you can begin working with rhymes. Make a
letter combination with the moveable alphabet e.g 'at', the child can place letters in front of
'at' to see what words can be made that rhyme with 'at'.

Pink Box 3:
Materials: A box containing six objects and matching word cards.

This will be the child's first presentation in reading. The child should arrange all the objects
on a table mat in a horizontal line. The child will then take one word, sound it out and blend
the letters to read the word. The child then places the word underneath the correct object.

Alternatively, the teacher or parent can write the words on a slip of pink paper instead of
providing a printed card.
NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink box 4:

This is used the same as pink box 3, however pictures are used instead of objects. The child
is gradually working towards more abstract reading, with only pictures and words.

As the child progresses I will begin to make the boxes more complex by placing pictures that
begin with the same letter.

Pink Card:

This is used for further practice with blending and is very similar to pink box 4. The words
are kept in an envelope on the back of the card.

Pink box 5:
NAME: SHAMAILA KIRAN ROLL NO:D16633

This box contains six words printed on paper and folded into quarters. The child should take
a paper, unfold it, read the word quietly to themselves and then place in on the lid of the
box. To make this activity exciting, I use pink level verbs e.g. 'hop'. The children work with
the box as a group, one child will take a word, read it silently and then do the action. The
other children have to guess what word the child had.

Pink lists:

Here the child will begin reading more words with less visual clues.

Sight words:
NAME: SHAMAILA KIRAN ROLL NO:D16633

Once the child has worked with the lists, begin presenting the Sight words. These should be
presented using the '3 period lesson'. It is extremely important at this stage to be consistent
with presenting the sight words, I will usually do this daily, presenting individually to each
child that is ready. By learning the sight words at this stage, the child will be able to move
onto reading phonetic books with ease.

Pink Phrases:

Here the child will begin to read simple strings of words. This activity is done in preparation
for reading sentences.

Capital letters:

In order to progress further in reading, the child will now need to recognise the capital
letters. I have a post about presenting these and free download for the file here.
NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink Sentences:

Here the child will begin to read sentences.

This activity is done in preparation for reading books. Explain to the child that a sentence
begins with a capital letter and ends with a full stop. The child should name the sight words
and sound out the phonetic words.

Pink Level Books:

After working with the sentences children can begin reading pink level books.

EXERCISE 1: Word building with 4 or more letter phonetic objects

 
NAME: SHAMAILA KIRAN ROLL NO:D16633

MATERIAL:

 Large Movable Alphabet

 Blue boxes containing attractive small objects whose names are longer phonetic
words. Example: helmet, plug, basket, camel, hot dog.

PRESENTATION:

 
After the child has been successfully building and reading two and three letter
phonetic words, the teacher can introduce word building of longer phonetic words
using the blue level materials. This is more difficult because we are now requiring the
child to attend to blends.
 
The teacher invites the child to set up the large
movable alphabet on a mat on the floor. The teacher
also asks the child to bring a blue box of objects. The
child opens the alphabet box and sets it on its lid on the
mat. The teacher invites the child to name the objects
in the box. The child chooses an object, for example,
"skunk", and builds the word with the movable
alphabet. She continues building the names of the
objects in the box. After she has completed the word building, the teacher can read
the words back to her. Sometimes children like to read along.

EXERCISE 2: Word building with 4 or more letter picture cards

MATERIAL

 Blue boxes containing pictures of four or more letter phonetic objects. These are
mounted on blue cards. Example: hand, mask, crib, duck, desk, frog.

 
NAME: SHAMAILA KIRAN ROLL NO:D16633

PRESENTATION:

 
After the child has built words for all of the objects in the blue boxes, we can tell her
that she can begin new word building work, this time using any of the blue picture
boxes described above. She continues as before.
 
The teacher must be sure to provide a lot of material for this work, so that the
children master their phonetic word building skills.

GREEN LEVEL WORD WORK

The green series in Montessori is a very important stage for the child. The child acquires the
knowledge to read naturally by learning the various sounds that two letters make together.
The child cannot move onto the green reading material if he has not completed the pink and
blue reading series.

Once the child has reached his goal to finally get to the green series in Montessori, he feels
so satisfied, and his will to continue to read enhances every daily. It is so wonderful for the
directress to witness such growth.

There is a wide variety of green reading material in a Montessori classroom. These activities
are listed below:
NAME: SHAMAILA KIRAN ROLL NO:D16633

Phonogram sandpaper letters

This activity is presented in a three-period lesson. The directress chooses two sandpaper
letters, and one phonogram sandpaper letter to teach the child the specific name of the
sound.

Small phonogram alphabet

The directress teaches the child how to build words with the Small phonogram alphabet. All
of the words that are built contain phonograms.

Phonogram box

The Phonogram reading boxes are presented in the same manner as the pink, and blue
reading boxes. The difference here is the child will be reading phonograms.

Phonogram word lists

The phonogram word lists are very similar to the pink, and blue word lists. The phonogram
word lists differ as there are seven or more words on the card which all contain the same
NAME: SHAMAILA KIRAN ROLL NO:D16633

phonogr

Phonogram booklet

The directress teaches the child how to turn each page very carefully with the Montessori
phonogram booklet. Each page has a phonogram highlighted in red.

Family folders

The Montessori Family folder is a category of green word lists. On each list, there are
various phonograms that contain the same sound.
NAME: SHAMAILA KIRAN ROLL NO:D16633

Green sentence cards

Children are encouraged to read various sentences, each containing a phonogram. There is
a picture on the left-hand side of the card that relates to the sentence.
NAME: SHAMAILA KIRAN ROLL NO:D16633

Q3.Write a comprehensive note on Exercises of Oral Language.

Oral language Exercises

When the child arrives in a Montessori classroom, he already has a completion of the
spoken language. During his first three years of life, the child has been constructing his
language and now, in the Montessori classroom, he will be consolidating what he
knows. Because the child's will is being constructed, he can consciously begin to explore
language. This is the perfect time for the child to gain the correct tools in his home
language.

To teach the child correct oral language, Montessori split the learning into two groups.
The first group she called: "The Enrichment of Vocabulary". In these activities, the child
learns new words on a daily basis through formal lessons and classified groups. The
second group of oral work is called: "Language Training". In these Exercises, the child
experiences a great variety of language experiences. He learns through the many forms
of literature, Exercises in self-expression, and games to learn the grammar of the
language. Through both of these groups of Exercises, the child's later learning in
reading will be facilitated by the recognition of words. This is the foundation for all
other language expressions.

The purposes in Montessori's Oral Language lessons are vast. Children will gain a clarity
in speech, a large expansion of vocabulary, a familiarity in various aspects of language
such as correct usage of the language, artistic expression, a large range of language,
awareness of the language structure, and most importantly an appreciation and
enjoyment of language. Through all of the Exercises, the child is also being indirectly
prepared for the written language work of creative writing and later, total reading.

In the Oral Language lessons, materials are used from the classroom to aid the child's
learning. Some lessons call for objects directly in the classroom, other lessons call for
classified cards, different pieces of literature, and even the directress as a language
model and source for learning. Because the directress is such an important part in the
child's growth in the Oral Exercises, it is important for her to remember to do these
lessons on a daily basis with every child in the class.

Enrichment of Vocabulary

Presentation 1: Objects of the Environment

Materials
NAME: SHAMAILA KIRAN ROLL NO:D16633

The objects of the environment such as chair, table or lamp

Notes

From the first day the child enters the classroom, language lessons must be given to
him. As you teach the children the language for the objects in their environment, they
will not only gain vocabulary, but the new children will be helped in the orientation of
their new environment. For this lesson, the directress should begin with very broad
classifications. Later, the directress can move on to sub-classifications. The directress
should simply remember to work from simple to more complex groups of vocabulary. It
is also important to present the child with words that he has already had some
experience with or knowledge of. The child may or may not already know the
vocabulary, but it is important to remember to give the child a base in language. The
lessons should always include movement and when done formally, should be done in a
Three Period Lesson style. And remember, for the new child, there are never too many
lessons in vocabulary enrichment!

Presentation

Before beginning, choose three words that you will teach. For example: floor, wall, and
ceiling.

1. Assemble a small group of children to work with.

2. Bring them all to a quiet area in the classroom.
3. Have them all sit on the floor comfortably and in a way where they can all see
you and you can see all of them.
4. Name one of the things. For example, start with the floor.
5. Say, as you touch the floor, “ This is the floor.”
6. Then repeat but have the children repeat with you. (The children may want to
touch the floor with you.)
7. Then stand up and go over to the wall. Touch the wall and say, “This is the wall.”
Go back and have a seat with the children.
8. Repeat with the children, as done for the word “floor”.
9. Then point to the ceiling and say, “That way up there is the ceiling.”
10. Repeat with the children and have them point to the ceiling.
11. Repeat the naming for each of the things.
12. Then ask one child at a time to show you one of the three.
13. You can have the child get up to touch the wall or point to the ceiling with both
hands or rub the floor with their hand.
14. Repeat until the children are comfortable with these three words. Then have
each student name the different things.
15. Once they all are comfortable naming the floor, wall, and ceiling, dismiss one
child at a time by having them tell you what specific form of work they will go
off to do.
NAME: SHAMAILA KIRAN ROLL NO:D16633

Other examples for word categories are:

 Table, Chair, Shelf

 Bowl, Spoon, Tray
 Jug, Scissors, Bin
 Soap Dish, Brush, Sponge

Presentation 2: The Sensorial Materials

Materials

The sensorial materials

Notes

1. For language lessons on the Sensorial Materials, refer to the sensorial album
2. The Three Period Lesson gives the child the qualities of the matter and some
specific expressions of these. Some will be nouns, and some will be adjectives
(with their degrees)
3. The child is given the language lessons after he has worked thoroughly with the
material, after he understands the material fully, and is at a point where he has
lost some interest in the material.

Presentation 3: Classified Cards

Materials

Presentation 1: Objects of the Environment Materials The objects of the environment

such as chair, table or lamp Notes From the first day the child enters the classroom,
language lessons must be given to him. As you teach the children the language for the
objects in their environment, they will not only gain vocabulary, but the new children
will be helped in the orientation of their new environment. For this lesson, the
directress should begin with very broad classifications. Later, the directress can move
on to sub-classifications. The directress should simply remember to work from simple
to more complex groups of vocabulary. It is also important to present the child with
words that he has already had some experience with or knowledge of. The child may or
may not already know the vocabulary, but it is important to remember to give the child
a base in language. The lessons should always include movement and when done
formally, should be done in a Three Period Lesson style. And remember, for the new
child, there are never too many lessons in vocabulary enrichment! Presentation Before
beginning, choose three words that you will teach. For example: floor, wall, and ceiling.
Assemble a small group of children to work with. Bring them all to a quiet area in the
classroom. Have them all sit on the floor comfortably and in a way where they can all
see you and you can see all of them. Name one of the things. For example, start with
the floor. Say, as you touch the floor, " This is the floor." Then repeat but have the
children repeat with you. (The children may want to touch the floor with you.) Then
stand up and go over to the wall. Touch the wall and say, "This is the wall." Go back and
NAME: SHAMAILA KIRAN ROLL NO:D16633

have a seat with the children. Repeat with the children, as done for the word "floor".
Then point to the ceiling and say, "That way up there is the ceiling." Repeat with the
children and have them point to the ceiling. Repeat the naming for each of the things.
Then ask one child at a time to show you one of the three. You can have the child get
up to touch the wall or point to the ceiling with both hands or rub the floor with their
hand. Repeat until the children are comfortable with these three words. Then have
each student name the different things. Once they all are comfortable naming the floor,
wall, and ceiling, dismiss one child at a time by having them tell you what specific form
of work they will go off to do. Other examples for word categories are: Table, Chair,
Shelf Bowl, Spoon, Tray Jug, Scissors, Bin Soap Dish, Brush, Sponge

Notes

This lesson has very similar notes to keep in mind as in Presentation 1, in that you teach
the children the language for the objects in their environment, and objects they are
familiar with. The child is not given every word or the name of every object that exists,
but the child is given just a taste of the things in his environment. For this lesson, the
directress should begin with very broad classifications such as animals. Later, the
directress can move on to sub-classifications, such as dogs. And later, she can even
move into more sub-classifications if possible. The directress should remember to work
from simple to more complex groups of vocabulary and to follow the progression of
difficulty as each child is ready to do so. These lessons must be given in a Three Period
Lesson form and are given preferably to one child at a time. And remember, there are
never too many language lessons you can give to a child!

Presentation

1. Invite one child to work with you. (A small group of children is also accepted.)
2. Have him bring over a mat and have him unroll it.
3. Show him where the cards can be found.
4. Choose one set of cards with the child.
5. Show him how to carry the box of cards and have him bring it over to the rug.
6. Introduce the cards conversationally/non-formally.
7. Show the child the classification card.
8. Talk to the child about what he sees on that card.
9. Place this card face down next to the box of cards.
10. Go through all of the cards.
11. Separate the cards he knows and the cards he does not know.
12. Teach the child the names of the cards he does not know by doing a Three
Period Lesson with three cards at a time.
13. When the child is sure of all of the names, mix the cards he at first did not know
with the cards he did know.
14. Show the child how to lay out the cards. (As shown below.
15. Have the child lay them out, as on the previous page, and have him say the
names of the objects on the cards as he does so.
16. Do a second Three Period Lesson with the entire set.
NAME: SHAMAILA KIRAN ROLL NO:D16633

17. Show the child how to pick up the cards, starting with the card at the bottom of
the rug, working your way to the top card: the classification card.
18. Put the entire set back into the box.
19. Tell the child that he can now work with the set whenever he likes.
20. Have the child replace the box of cards onto the shelf, in their correct spot.

Exercice 1

The child works with any set of cards he has been shown.

Exercice 2

Sorting Cards. The directress chooses two sets that the child has already been shown
and is familiar with. The directress takes out the two classification cards and mixes the
two sets together. She then places the classification cards next to each other, with
ample space, at the top of the mat. Have the child 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, he can be shown how to use three or four different sets.

Presentation 4: The Nomenclature Cards

Materials

1. Collections of Classified Nomenclature cards. Illustrating geographical,

geometrical, biological, and other scientific terms.
2. Have about 200 sets of cards that you will change regularly and frequently if
needed.

Notes

These are presented in the same way as the Classified Cards, only the unlabeled cards
are used. You will teach the names of each subject and talk about the information
informally.

Presentation 5: The Vocabulary of Social Relations

Notes

1. Refer to the Practical Life Album for Grace and Courtesy lessons.
2. The format for these presentations should be done in small groups. As in the
Grace and Courtesy lessons, the directress first demonstrates the term being
taught and acts it out. It is like a little drama that the child is invited to repeat.

Purposes

Direct

1. To enlarge the child's vocabulary.

NAME: SHAMAILA KIRAN ROLL NO:D16633

2. To help in the classification of the environment.

Indirect

Preparation for other cultural studies

Control of Error

The directress

Age

2 1/2 - 5 years and onwards

Q4.Prepare a complete set of Montessori language material to be used at Pink ,Blue

and Green Levels.

PINK LEVEL MATERIAL

Pink Phonetic Object Boxes and LMA

NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink Phonetic Picture Boxes and LMA

Pink Phonetic Object Boxes and Written Cards

NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink Phonetic Picture Boxes and Written Cards

NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink Six Picture Cards

Pink Level Secret Boxes

NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink Level Word List

Pink Level Phonetic Booklets

NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink Sight Words

Pink Phrasal Strips

NAME: SHAMAILA KIRAN ROLL NO:D16633

Pink sentence Strips

Blue Complete Material

NAME: SHAMAILA KIRAN ROLL NO:D16633

Blue Phonetic Object Boxes and LMA

Blue Phonetic Picture Boxes and LMA

Blue Phonetic Object Boxes and Written Cards

NAME: SHAMAILA KIRAN ROLL NO:D16633

Blue Phonetic Picture Boxes and Written Cards

NAME: SHAMAILA KIRAN ROLL NO:D16633

Blue Six Picture Cards

NAME: SHAMAILA KIRAN ROLL NO:D16633

Blue Level Secret Box

NAME: SHAMAILA KIRAN ROLL NO:D16633

Blue word list

Blue Phrasal Strips

NAME: SHAMAILA KIRAN ROLL NO:D16633

Blue Level Sentence Strip

Green Level Material

Green Picture Boxes and Written Cards
NAME: SHAMAILA KIRAN ROLL NO:D16633

Green List Of Words

Green Sentence Strips

NAME: SHAMAILA KIRAN ROLL NO:D16633

Phonogram Booklets