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PAKISTAN MONTESSORI COUNCIL

MONTESSORI LANGUAGE EXERCISES (PART 1)

ASSIGNMENT MODULE (4)

SHADDAH KHATOON (D15150)
Submitted to Mrs. Humera Farooq
 SHADDAH KHATOON (D15150)

Question 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.

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Question 2: Explain how word building is introduced to children using Moveable

Alphabet and Alphabet boxes at Pink, Blue and Green Levels.

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 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 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 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 sounds.

Pink Level Segmentation:

Exercise: 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 child how to take an object, put it on the mat 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 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.

Pink Level Blending (beginning phonetic reading):

Exercise: Materials required are a pink colour-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.

BLUE LEVEL WORD WORK: 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.

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Blue Level Segmentation:

Exercise: 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.

Blue Level Blending (beginning phonetic reading):

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 lists, picture cards
etc.

GREEN LEVEL WORD WORK: 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.
Exercise: First off, green boxes containing green colour-coded picture and word cards
containing phonetic words with only one phonogram are arranged. 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 beside the corresponding picture.

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Question 3: Write a Comprehensive note on Exercises of oral language.

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 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,
familiarise 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: From the very initial days in the new
Montessori environment, children start gaining vocabulary naturally but systematically as the
teacher talks about the objects in their environment. For this part of the lessons, the directress
first begins with broad classifications that a child is likely to already be familiar with before
moving to sub-classifications comprising of more complex vocabulary. Three Period Lesson
style is a very effective teaching method for this Montessori group. Examples of relevant
exercises for this group are presented below:

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 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.

The Sensorial Materials: For this exercise, the directress needs to have the sensorial materia ls
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.

The Classified Cards: The directress first arranges a set of labelled or unlabelled picture cards
representing a class of objects, for example plants, furniture and animals etc. She starts the

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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.

The Nomenclature Cards: For this exercise, 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.

The Vocabulary of Social Relations: 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 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: This part of the lesson is aimed at clarification of speech as well
as development of self-expression in Montessori children. Examples of relevant exercises for
this group are presented below:

Reading and Telling 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.

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 interesting for children, it
should be colourful 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.

Poetry, Songs, Rhymes and Jingles: Poetry is a mode of self-expression and communica tio n
that attracts young children. The directress should take special care while selecting a poem so

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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 memorise, 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.

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.

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 colour are they?" etc. The directress should repeat these
exercises regularly to encourage brainstorming and sharing of ideas.

Grammar Games: These games are played to introduce parts of speech and their proper use
to a child informally by way of casual conversation.

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Question 4: Prepare at least one sample material for every exercise at pink, Blue and
Green levels. Submit the material along with you assignment.

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PINK LEVEL EXERCISES

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BLUE LEVEL EXERCISES

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GREEN LEVEL EXERCISES

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