Q2.

Explain how word building is introduced to children usingMoveable Alphabets and Alphabets
Boxes at Pink, Blue and GreenLevels.Answer:LARGE MOVEBALE APLHABETS (LMA):

When the child haslearnt the phonetic sounds of the alphabets and has develop the ability to identify
themin words, he Is ready to build words with the large moveable alphabets.

Exercise:

Material required includes a large box with 28compartments, one for eachletter of the alphabets, stiff
cut outs of plastic letters. Vowels should be blue andconsonants red for contrast. The directress starts by
spreading a mat out on the floor.She open the box of LMA, allowing children to observe the alphabets as
shepronounces alphabets by sounds and task them to build to the find the pronouncedletter. When a
child successfully doses so, the letter is placed on the mat and exerciseis repaired of all the alphabets
ensuring maximum student preparation.

PINK LEVEL WORD WORK:

At this level, word activates involve three letteredCVC (consonant-vowel-consonant) and two lettered
phonetic words. All the alphabetsused in this level should give their sounds.

Pink Level Segmentation:Exercise:

Material required for this exercise are pink boxes containing small objectswhose names are three letter
phonetic words. For Example.cat, box, cup, pin, bat etc.The directress spread out a amt on the floor. The
alphabet box is opened with the lid setaside. The shows the child how to take an object and put it under
the first one and buildits name beside it, and then take another object and put it under the first one and
buildits name. As soon as the child has understand the exercise, he works alone. He putsthe object
down one at time on the mat and builds their names. The child can use any ofthe pink boxes in the same
way.

Pink Level blending (beginning phonetic reading):Exercise:

Materials required are pink colour coded box, containing objects with threelettered names. Words
including middle level graphemes can be included such as ball,moon etc. Name cards of the entire
object should be light pink paper card or laminatedcardboard. The teacher takes out all the objects one
by one, asking their names ortelling them herself and placing them on the table. She then takes out the
names cardone by one, placing them in front of the child, pronouncing individual letters one by
one,pronouncing the whole words and asking id the child if he could match the name cardwith the
object. Finally she allows them to do the same independently.

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BLUE LEVEL WORD WORK:

After the child has successfully reading three letterphonetic words, he is ready o begin word building
and reading four or more letterphonetic words on the blue level.

Blue Level Segmentation:Exercise:

For this exercise, materials required are large moveable box and blueboxes containing small objects with
names that are longer phonetic words. The teacherplaces the LMA and the blue box on the mat,
allowing children to name the objects inthe blue box. The teacher takes one object, builds the name sing
LMA, and pronouncesit. 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 exerciseabove. Now the teaching aim is for
the children to learn how to read the phonetic wordsand give them ample practice through use of
phonetic booklets, secret boxes, sentencestrips word list, picture cards etc.

GREEN LEVEL WORD WORK:

The child is finally introduced to the levelcomprised of phonograms after the successful completion of
the pink and blue level. Inthis level, phonetic words with the phonograms are used. For example, while
teachingthe phonograms

“sh” the teacher introd

uces the child to words like brush, shell, shoe,ship, cash etc. Less phonogram is only introduced o the
child as when he comes acrossthem.

Exercise:

First off, green boxes containing green coded picture and word cards containingphonetic words with
only one phonogram are arranged. Phonograms themselves are inred while the rest alphabets are in
black. The phonogram is written on the top of thebox. Each phonogram has a different box dedicated to
it. She spreads the picture cardsand piles the word cards on the table. Then shows the word cards to the
student turn byturn, asking him to pronounce each word and then place it beside the
correspondingpicture.
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Q3. Write a comprehensive note on exercises of oral language.

Answer:

Exercises of oral language:

Before entering the Montessori, most of the children have started construction wordsand sentences.
This is, done by them unconsciously, Montessori equip the child withthe tools required for language
development.There are two groups in Montessori for teaching correct oral language to the child.1. The
enrichment of vocabulary2. Language training

Purpose:

Following are the main purpose of these exercises:a. Speech clarity.b. Vocabulary expansion.c.
Familiarize with different aspects of language.d. Develops appreciation and enjoyment toward
language.e. Prepare for, writing work and reading.

1. The Enrichment of Vocabulary:

From the first day, teacher starts talking about the objects in the environment, thechildren gain
vocabulary and it helps in the orientation of their new environment. For thislesson, the teacher begins
with very broad classification. Later, the teacher moves tothe sub-classifications. The teacher simply
works from simple to more complex, groupsof vocabulary. She presents the child with words that he has
already familiar. ThreePeriod Lesson style is very effective.

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Exercise
–

1 Objects to 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 ask to name one of the things.For example, floor. She touches the
floor,

“This is the floor.”

Then she ask the childrento do so.

Then, point to the ceiling and say, “That is the ceiling.” Repeat for a few times and have

the children repeat with you.Then ask one child at time to show you the floor of the ceiling.Repeat until
the children are comfortable with these three words.Now, ask the child to name the different things
while touching the floor or pointing to theceiling.

“What

is this/that?

The Sensorial Materials:

Materials:

The Sensorial Materials:

Presentation:

The teacher uses three period lessons to introduce nouns and adjectives related to thesensorial
material. Language lessons on the Sensorial Materials. The child is, given thelanguage lessons after he
has mastered the material, and is at a point where he hasstart losing interest in the material.

Exercise 3:

Classified Cards

A set of labelled or unlabelled picture cards representing a class of things. E.g. animals,plants, kitchen
tools , cleaning tools, furniture etc.
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Presentation 1:(Three Period Lessons):

1. Chose on set of cards and invite one child or a small group of children to workwith
you.2. Introduce the cards conversationally.3. Show the child the classification cards, and discuss what
he sees on the card.4. Go through all of the cards and separates the cards he knows an the cards he
doesnot know.5 Teach the child the name of the cards he does not know by doing a Three PeriodLesson
with three cards at a time.6. When child is sure o all the names, ix the cards he first didi not know with
the cardshe knew.7. Lay out all the cards on the table in a column from top to bottom and say the
namesyou do so.8. Mix them again and invite the child to lay them out, and ask him to say the names
ofthe objects on the cards as he do so.9. Do a second three period lesson with the entire set.10. Put the
entire set back into the box.

Presentation 2:(Sorting Cards)

1. Choose two sets of classified cards that the child is already well familiar e.gtransport and living rooms
cards.2. Take out the classification card from each set e.g one card from the set oftransport means and
one from that of living room.3. Mix the remaining cards in both the sets together in one pile.4. Place the
matching cards next to each other, with some reasonable spacebetween them towards the top of the
table.5. Ask the child to pick up one card at a time form the pile, says its name and placeit in a column
under its appropriate matching card.

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Exercise 4

Nomenclature Cards

Materials:
Collections of unlabelled classified picture cards illustrating terms, as those usedin a particular science or
art such as geography, geometry, biology, etc..Have about 200 sets of cards that you will change
regularly and frequentlywhenever needed.

Presentation:

Same as classified cards presentation.

Exercise 5:

Social Vocabulary:

The use of grace and courtesy words are, introduced and they are role-played.

Material:

Objects in the environment can be used.

Presentation:

The teacher involves the children, demonstrate the term and act it herself.she then ask the child to
repeat it.

Direct Purpose:

Enlarge the child’s vocabulary.

Hep classification of the environment.

In Direct Purpose:

Preparation for other culture studies.

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2. LANGUAGE TRAINING:

Exercise 1:

Telling and Reading Stories:

Make the children sit in semi circle for the clarity of view, if you are reading / telling thestory to more
than one child. This is important to keep the interest of the children alive,and make your gesture and
facial expressions visible, which helps children understandthe story better.

When reading a story, don’t show the images or pictures too often to the child, so that

the child can makes his own images in his mind. Also give credit to the author and
theillustrator.Encourage children to sometimes share their own stories, or the stories they have
heardfrom you. Once the story has been read to the children, it can go to the Book Corerwhere the
children can look at it whenever they like.

Exercise 2:Poetry

Rhymes, Jingles and Songs:

Poetry is made of self expression and communication that attracts young children.The directress should
take special care while selecting a poem so as to make sure itdoes contain any explicit content or convey
any negative influence. She should startwith the shorter poem that is easier to memorise, reading them
aloud and asking thechildren 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.

Exercise 3:News Time:

By sharing news we develop the child’s confidence and provide him practice in self

expression. Sharing news is a brilliant way to express oneself, and it is an importantmoment for the
child. The directress should listen to the child with interest when he issharing news, whether the news is
big or small without postponing. Later on, thedirectress can ask the child to share the same news with
the whole class during thenews time if he so wishes.

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The directress can pose intelligent questions to introvert and shy children, requiringmore description of
the news they want to share.
Exercise 4:Asking Question Game

These are games which help children think more deeply and exercise their brains in afun way, played in
groups or even individually. An example of this would be askingquestions about the lunch a child
brought to school, for example cookies The directress

could ask a series of relevant questions like, “What is this cookies made of” “Where dothe ingredients
come from?” “What colour are they?” etc. The directress should repeat

these exercises regularly to encourage brain storming and sharing ideas.

Exercise 5:Grammar Games:

These games are played to introduce parts of speech and their proper use to a childinformally by way of
casual conversation.

Q4: Prepare a complete set of Montessori Language materialto be used at Pink, Blue and Green
Levels.Answer:

Pink Phonetic Object Boxes with LMA

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