ASSIGNMENT MODULE 4

Rabia Shazeb
DK2007

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.
EXERCISE # 1
10 Metal Shapes Insets:
Rabia shazeb
 DK2007
QUESTION NO# 2
Explain how word building is introduced to children using
moveable alphabet and alphabet boxes at pink, blue and
green levels.

Large Moveable Alphabets (LMA):

When a child has learnt the phonetic sounds of the alphabets and has
developed the ability to identify them in words, he is ready to build
words with large moveable alphabet.

Exercise:
Material required includes, a large box with 28 compartments, one for
each letter of the alphabet, stiff consist of plastic letters. Vowels should
be blue and consonants red for contrast. The directress starts by
spreading out the mat on the floor.
As she opens the box and allow children to observe the alphabets as she
pronounces alphabets by sound and asks them to find the pronounced
letter. When a child successfully does so, the letter is placed on the mat
and exercise is continued ensuring maximum students' participation.

 Pink level blending (beginning phonetic reading):

Exercise:
Materials required are pink color-coded box, containing objects with
three lettered names, words including middle level graphemes can be
printed on light pink paper card or laminated cardboard. The teacher
takes out all the objects one by one, asking the names and 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 words work:
Exercise:
After the child has been successfully reading three letters phonetic
words, he is ready to begin building and reading four or more letter
phonetic words in the blue level.
 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 areas same as the exercise above.
Now the teacher 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, sentences strips, word list, picture cards, etc.
  Green level words work:
Exercise: The child is finally introduced to the green level comprised of
phonograms, after the successful completion of the pink and blue level.
While teaching the phonogram “sh” the teacher introduces the child
to words like, “ship”, “fish”, “brush” etc or for “ch” the teacher can
tell words like “chips”, “chair”, as where are you sitting, on a chair.
Less common phonograms are only introduced to the child as or
when he comes across them.
Exercise:
First take off, green boxes containing green color-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 shos the phonograms
written in 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
students turn by turn, asking them to pronounce each word and then
place it beside the corresponding picture.
When students done doing exercise the directress ask them to clean
up.
 Rabia
Shazeb
DK2007
QUESTION NO # 3
Write a comprehensive note on exercises of oral language.

Exercises Of Oral Language:

Most of the children are already capable of constructing words and
forming sentences through communicative exposure to family and
friends before even entering to the Montessori.
This learning is however unconscious and almost instinctive. What
Montessori methods attempts to do is basically equip children with the
tools required for language development in a science manner so as to
enable conscious learning as well.
The exercises in 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.
THE EMRICHMENT OF VOCABULARY:
From the very initial days of the Montessori environment, children start
gaining vocabulary naturally but systematically as the teacher talks
about the object in their environment, for this part of the lessons, already
be familiar with before moving to sub-classifications comprising of
more complex vocabulary.
Three period lesson is a very effective teaching method for the
Montessori group. For example,

OBJECTS OF THR ENVIRONMENT:

Materials required for this exercise are objects already present in the
classroom environment, for example: chair, table, board, lamp etc.
The directress starts by choosing three words broadly representing a
category, for example: floor, wall, 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 its name, before
asking students to do the same, eventually repeating with all the words.
Now she will ask students one by one to name it. Repeating this exercise
until as students are comfortable with the words. Now she may remove
the objects and introduce another category.
 THE SENSORIAL MATERIALS:
For this exercise, the directress needs to have sensorial materials on
hand so she can use the three-period method to give language lessons
introducing nouns and adjectives relating to the respective sensorial
material.
 THE CLASSIFIED CARDS:
The directress first arranges a set of labelled or unlabeled picture cards
representing a class of objects, for example: plants, furniture or animals
etc. She starts the exercise by choosing the cards and introducing them
to students in a casual manner. She shows the child the classification
card, and talk about what he sees on the card, before placing in face
down next to the box of cards. She does the same with all the cards and
the separates the one the child knows from those he does not, she can
teach their names to them and fill any learning gasps byway of the three-
period method 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 science is needed.
She starts the exercise by choosing a set of cards and introducing the
to the students by manner of casual conversation.
She shows the child the classifications of the cards and talks about
what he sees on that card, before placing it face down next to the card
box. She repeats the same with all the cards and separates the one
child knows from does he don’t, so she can teach their names to them
and fill any learning gaps by the way of three period lesson until the
child can confidently identify all the cards.

 THE VOCABULARY OF SOCIAL RELATION:

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 terms 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.

LANGUAGE TRAINING EXERCISE:

This part of the lesson is aimed at classification of speech as well as
development of self-expression in Montessori children.
Examples of the relevant exercise for this group are explained below:
Reading and telling stories: this exercise can be done in groups or one-
to-one. The directress makes students sit in semi-circle so that every
child has a clear view of the teacher's body language, gestures and facial
movements. The story should be based on reality, weather based on true
story or a work of fiction, not fantasy.
Teacher should avoid showing pictures as it'll help children to use their
own imagination. Children should also be encouraged to share their own
stories as well. Story telling helps strengthens the teacher and students'
relationship as well.

BOOK CORNER:
Book corner is the place where the children goes to read a good book or
just the illustrations in it. To make the corner more inviting and
interesting, it should be more 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 children. The quality of the books must also be maintained.

POETRY, SONGS, RHYMES AND JINGLES:

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 the shortest poem
that are easier to memories.

NEWS TIME:
The 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 expressions of a child. For
the exercise to be effective in its goals however: it is important that the
directress listens to the children with keen interest. She should
encourage the children to share further details by asking questions.

ASKING QUESTIONS GAME:

These are games which helps children think more deeply and exercise
their brain in a fun way, played in a group or even individually. An
example: an egg, the directress could ask a series of relevant questions
like; what is egg made of? Where do the ingredients come from?
The directress should repeat these exercises daily to encourage
brainstorming and sharing ideas.

GRAMMER GAMES:
These games are played to introduce parts of speech and their proper use
to a child informally by the way of casual conversation.
For example, Noun:
First introduce to students to tell the name of things around them, also
ask their names and their parents' names, schools names etc., so naming
words are taught by grammar game.

Rabia Shazeb
DK2007
QUESTION# 4
PREPARE ATLEAST ONE SAMPLE MATERIAL FOR EVERY
EXERCISE AT PINK, BLUE AND GREEN LEVELS. SUBMIT THE
MATERIALS ALONG WITH YOUR ASSIGNMENT.
PINK LEVEL EXERCISE

Pink level secret box

BLUE LEVEL EXERCISES

Blue level phonetic booklet

GREEN LEVEL EXERCISE
Green level word list