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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.
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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 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
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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.

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.
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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:
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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
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.

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 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.
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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
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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

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
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.
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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.

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

PINK LEVEL EXERCISES

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BLUE LEVEL EXERCISES

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GREEN LEVEL EXERCISES

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