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

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 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

Presentation 2: The Sensorial Materials

Materials
 The sensorial materials

Notes

For language lessons on the Sensorial Materials, refer to the sensorial album

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)

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 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

Invite one child to work with you. (A small group of children is also accepted.)

Have him bring over a mat and have him unroll it.

Show him where the cards can be found.

Choose one set of cards with the child.

Show him how to carry the box of cards and have him bring it over to the rug.

Introduce the cards conversationally/non-formally.

Show the child the classification card.

Talk to the child about what he sees on that card.

Place this card face down next to the box of cards.

Go through all of the cards.

Separate the cards he knows and the cards he does not know.

Teach the child the names of the cards he does not know by doing a Three Period Lesson with three
cards at a time.
 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.

Show the child how to lay out the cards. (As shown below.

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.

Do a second Three Period Lesson with the entire set.

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.

Put the entire set back into the box.

Tell the child that he can now work with the set whenever he likes.

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

Collections of Classified Nomenclature cards. Illustrating geographical, geometrical, biological, and other
scientific terms.
 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

Refer to the Practical Life Album for Grace and Courtesy lessons.

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

To enlarge the child's vocabulary.

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

Personal Notes

These lessons should always be taking place, because the child's vocabulary should always be
expanding.

Language Training

Presentation 1: Literature - Stories

(A) Telling Stories

Materials

None

Notes

This activity should begin on the child’s first day in the class and should continue during his whole stay in
the class.

This activity can be done with one child or with a small group of children, or even the whole class. If you
give are telling a story to more than one child, have the children sit in a semi-circle around you. This allows the children
to see your gestures and facial movements, which then help each child to understand the meaning of the story.

The stories should be about reality, whether true or fictional. Fantasy stories are for the older children
who have already established reality.
 Telling stories is a time of companionship, a moment of pleasure to be shared with the adult and the
child or children. This is a time of personal interaction.

This is also a good activity to do with children who seem to be wondering aimlessly around the
classroom.

(B) Reading Stories

Materials

a book

Notes

This activity is done similarly as with the Telling Stories but this time, you will be reading a story from a
book.

The images or pictures are not shown so that the child can make his own images in his mind.

Well-constructed stories should be chosen that are real, though they do not have to be true.

The story should set the scene, it should clearly introduce the characters, it should have the characters
participate in some event with a moment of heightened suspense, and end well.

Once the story has been read to the children, it can go to the Book Corner where the children will be
free to look at it.

This reading activity gives a good balance between reading and relaxation. The body is at rest but the
mind is active.

Reading stories broadens the child’s view of life and nurtures the child’s inner spiritual life.

As the ready, always give credit to the author and the illustrator.

And remember, choose a story that is appropriate!

Presentation 2: Litterature - Poetry

 Materials

A book of poetry although it is not needed

Notes

Poetry is a special mode of self-expression and communication that covers a wide range of topics.

Poetry attracts the young child because of the language and by the way it is used. The child can see the
beauty in a poem.

Start by teaching poems from the home culture, poems that are well-known and by well-known poets.

As a guideline, do one poem a week, beginning with short poems that can be easily memorized.

The directress should read the entire poem out loud first to give the children an overall idea of the
entire poem. Then the directress repeats the first line of the poem and has the children repeat after her. This should
continue in this way until the children have learned the entire poem.

Remember that songs are also poems and remember to teach a large variety of poems with different
subject matters and in different styles.

Every classroom should have a poetry anthology book that can be added to when appropriate.

A child who likes poetry, can be encouraged to create his own poetry anthology book.

When appropriate, write poems with the children, so later they too can write their own poems.

Presentation 3: Litterature - Rhymes and Jingles

Materials

A book of rhymes or jingles, although it is not needed.

Notes
 Rhymes and Jingles are taught in a very similar manner as with poetry.

Rhymes and Jingles are special modes of self-expression and communication that covers a wide range of
topics.

They attract the child because of the language and by the way it is used. Rhymes and Jingles can be
funny or serious.

Rhymes and Jingles are taught is the same way as with a poem.

Presentation 4: Literature - Songs

Materials

None

Notes

Songs can be taught as poems, which are then put to music.

Children seem to enjoy nursery rhymes very much as songs, such as the song, “Bah, bah black sheep…”
etc.

Singing is an important activity and should be done on a daily basis.

This activity can be a planed activity with just a few children or the whole class.

Presentation 5: Literature - Drama

Materials

None
 Notes

Dramas should be a topic they understand or know well, such as home, school or a holiday. When telling
a drama to small children, remember to keep it very simple. Some stories can be dramatized to be turned into a drama.

Tell the children the story and then describe what a drama is: a story told by characters who speak to
each other about what is happening. There is also one person to every character. Then you can assign roles to those who
can act it out well. (Especially important for the first time this is done. It will give the other students an idea of what
"acting" is about.) The other children can play group roles. Remember to ask the children to read their roles, not to
memorize their lines!

An example of drama - Alex's Birthday surprise

When Alex woke up this morning, he was so happy because today was his birthday! He had waited for
this day for a very long time and today was going to be the very best day. His mommy was going to make him his
favorite cake and his daddy was going to bring him to the park. His grandmother was going to teach him how to ride a
bike and his grandfather was going to show him how to make a paper plane.

Alex jumped out of bed and ran into his parent’s room. He cried, “Mommy! Daddy! Today is my
birthday!” His mommy and daddy took him in their arms and gave him big hugs and wished him a very happy birthday.
Alex then ran into his grandparent’s bedroom and cried, “Grandma! Grandpa! Today is my birthday!” But Alex only saw
his Grandpa sitting and reading in bed. Alex asked, “Where’s Grandma?” And Grandpa answered, “That is a surprise!”

Well Alex was just so excited he could barely wait for the surprise. And all of a sudden, there was a
knock on the door. Alex ran to the door and asked, “Who is it?” And his Grandmother answered, “It’s me Alex, your
Grandma.” And do you know what he say when he opened the door? He saw his Grandmother and five of his best
friends holding a brand new bike just for him! And they all said, “Happy birthday Alex! This is your birthday surprise!”

Presentation 6: Literature - Book corner

Materials
 A library corner with low shelves and a selection of good books

A floor mat

Two small chairs

A table

A table lamp

Notes

The book corner is a place where the child can go to read a good book or to look at the pictures in a
book. The book corner is meant to be a place of enjoyment for the child, a place where the child feels warm and good.
The book corner, in the Montessori classroom, is a very special place.

The materials needed to create a book corner make this place even more special. The floor mat adds a
homey feel while the lamplight sheds a soft but direct light onto the books being read. The two chairs limit the number
of children who can be in the book corner at a given time, which guarantees the book corner remain a calm and peaceful
area. The shelves should have four horizontal shelves with ledges at different heights.

The books with the least amount of text should be on the bottom ledge. Books should move up
depending on the amount of text. This allows the youngest children to have easy access to the books with less text and
more pictures. The books themselves should be high in quality of content and of structure. Books that are not hard
cover books should be laminated to increase the book's durability. The paper in the books should also be of good
quality, as the books that will be most loved by the children will have its pages turned frequently. The text inside these
books needs to be of a clearly legible size. The content of all of the books needs to present the child with reality,
whether true or fiction. The information given needs to be correct, it needs to be about ordinary people, but ranging in
topics. Good stories can bring the child to the worlds of yesterday, to the people and places of far off places, and can
bring the child to discover a great many things in this world. The directress needs to keep the book corner interesting
and must therefore change the books frequently.

Reading and the enjoyment that comes from reading and from books should begin at home. The role of
the Montessori book corner is to extend and to deepen this feeling.

Presentation 7: Activities of Self-Expression - News Time

 Materials

None

Notes

Sharing news is a good way to express oneself and it is an important moment for the child. Giving news
can be done one-on-one with the child, in small groups, or even with the whole class. Whether the news is big or small,
to the child, it is still news. When a child comes into the classroom and rushes up to you to give you some personal
news, it is important for the directress to listen to the child immediately and not to postpone it.

The child can then repeat his news during News Time if he wishes to do so in front of the class. The
directress may want to begin the school year by giving examples of how to give news by giving her own news to the
class. This can serve as a reminder for the older children and as a guide for the younger children.

The directress may need or want to continually give her own pieces of news throughout the whole year.
For the younger children, it is important to give guidance by asking open-ended questions and to help them to be more
descriptive. The other children may also help by asking their own questions. The older children can also act as a guide for
the younger children and often, they can serve as inspiration for sharing news. Some children may need help in stopping,
some may need help speaking more slowly, and some my need help is speaking in an audible voice.

It is the role of the directress to help each child feel comfortable in sharing his news and to do so in an
appropriate manner. As a last reminder, it is important to keep News Time spontaneous and not a daily activity, which
would make it “not real” for the child.

Presentation - Example of how to give news

“ I have some news to tell everyone. I want to tell you about our school party. It will be this Friday and
all of your parents are invited to come. We will have different vegetables and juice to share with our parents. Our
parents will also be able to see our classroom if they would like. It is going to be a lot of fun.”
 Presentation 8: Activities of Self-Expression - Event Chart

Materials

An event board

Past

Present

George

New York Ballet

Notes

The Events Chart is a tack board with pictures and labels to show as and present events in the classroom
or in the city. There are two sections of the board: Past and Present. The board is useful for birthdays and for events
going on in town that the children might go to with their parents. These “events” should be placed on the board with
the children so you can talk about the events with them.

Presentation - Example of how to use the Events Board

“ Today we have a new event to put up on our Events Chart. But first, let us look at what we do have on
the Events Chart. Well yesterday was George’s birthday. Did you have a nice birthday George? Good, I’m glad you did.
Your birthday was yesterday, so let us put your name and the cake is the PAST, because your birthday was yesterday.”
(Place his name and cake in the “past” section of the chart.)

“ Today we have a new event to put up! Well, this piece of paper says that there is a special event
happening at the National Gallery. It says that there is a children’s art show showing wonderful pieces of art, just for
you! This sounds like a wonderful event to put on the Events Chart. (Tack it on the “present” section of the chart.) Now
you can ask your mommies and daddies if they would like to take you to this event. I am going to leave the Event Chart
right here for all of you to look at when ever you would like.”

Presentation 9: Activities of Self-Expression - Conversations

Materials

None

Notes

A conversation occurs naturally between two or more people in the real world, and this is how it should
occur in the Montessori classroom. A child should feel free to talk with other students as well as with the adults. To open
the communication airwaves, it is important the directress make sure she has daily conversations with each child. This
not only forms a bond between the directress and the child, but the directress can learn a lot about a child’s attitude or
feelings on a given day.

The best way to have a conversation is to face the child and to be at his eye level. A conversation is a
dialogue between two or more people and involves speaking and listening. Therefore, if the child begins to speak in a
monologue, it is the directress’s role to help the child get back into a conversation. It is also important to not allow the
conversation to monopolize your time with other students, so the directress must in this situation, find a polite and
delicate way of ending the conversation, without hurting the child’s feelings. With the older children, this may not be a
problem you will encounter and a nice challenge for an older child is to ask them to give you directions; such as how he
made the cake with his mother over the weekend or ask him to explain to the younger child how to build the Pink
Tower.

Presentation 10: Lanaguage Games - Question Game

Materials

None

Notes
 Question Games are fun games to help the child think “outside of the box”. It forces the child to think
about a question and to find not only the basic answer to a question, but to go deeper in their thinking to answer the
ongoing questions.

Presentation - Example of questions (should be done in a group)

If the child had peanut butter for lunch:

What is peanut butter made from?

Where do the nuts come from?

Where does the farmer get these nuts?

Where do the nuts grow?

How does the nut become the peanut butter?

Etc.

Presentation 11: Lanaguage Games - Question Game

Materials

None

Notes

Grammar games are a fun way of informally introducing the child to the different parts of speech. The
child comes to see that different things fall into different groups of words.

Presentation A: The Difference between Matter and Energy

 In this lesson, children are asked to do different actions such as walk, clap, or skip. Then the directress is
to ask the child to do an object. This will help the child realize that the other words were action words (verbs) and that
some words cannot be an action.

Directress: We are going to have some fun. I’m going to tell you each to do something. Lets begin.
Poppy, please skip.

Child: The child skips.

Directress: Henry, please clap.

Children: The child claps.

Directress: Lauren, please hop.

Child: The child hops.

Directress: Poppy, please table….oh wait! You can’t table! Because table is a thing, its not an action or
movement! Ok, Poppy, please walk.

Etc... The directress would then through in a few more nouns and repeat that these are objects and not
actions.

Presentation B: Games using Adjectives

For this lesson, the directress will be introducing adjectives. To do so, choose objects in the room that
have multiples such as tables or chairs. Include movement in the lesson to keep the child attention. For example, you
can ask a child to go and stand next to the blue table. Or the child can be asked to sit on the red chair, or pick up the
yellow jug, etc.

Presentation C: Games on Prepositions

For this lesson, the directress will be introducing prepositions and showing the child the importance of
them. For example, you can ask all the children to stretch out their hand in front of them. Then ask them to place their
hand over their heads. Then place their hand under their leg. Then place their hand next to their neighbor, etc. Emphasis
can be added by then asking the children where their hands are, to which the response should be the used preposition.
 Presentation D: Games on different parts of Speech

This game is used to emphasis and to get the children to begin thinking about the different parts of
speech. This is to be informally done when the occasion arises. For example, if a child is pouring everyone a drink during
snack time the children can be asked the following questions:

Who poured the drinks? Alex (Modifies the Verb)

What did he pour? Water (Modifies the Verb)

What did he do? Pour (Modifies the Verb)

When did he pour? Today (Modifies the Verb)

Why did he pour? To serve his friends (Modifies the Verb)

How did he pour? Carefully (Modifies the Verb)

Purposes

Clarification of speech

Development of self-expression

Control of Error

The directress

Age

2 1/2 - 6 years and onwards

Three Period Lesson

The Three Period Lesson is a teaching technique used to give formal vocabulary lessons.
Language is given after experience of that which is to be named. The three periods support the
three stages of learning.

Presenting Names that are Nouns using color tablets

1st Period: Introduction of the names to be learned

1. Lay the primary colors in a row on the table in front of the child.
2. Isolate one and say, "This is blue."

3. Do the same for each tablet in turn encouraging the child to say the name each time.

4. Repeat the names for each tablet in turn with the child.

2nd Period: Practice associating the names with the objects

1. The teacher gives each name in turn asking the child to point out the object named. This
is first done without moving the objects.
2. Then the objects can be moved about to challenge the child and to keep the lesson
interesting. Movement helps the child learn.

3. The teacher can use questions or short commands o which the child will respond by
indicating or moving the object named.

Some ways to do this are:

“Where is blue?”
“Point to blue?”
“Show me red.”
“Hand me yellow.”
“In this corner show place blue.”

4. This is the longest period and must be kept interesting.

5. When the child can unerringly associate the name with the object, the 3rd period can
start. This may be on the same day or on a later day.

3rd Period: Confirmation that the names have been learned

1. The teacher indicates one object and asks the child, “What is this?” The child says its
name. Repeat for each object.
2. This can be done in any order.

3. If the name is not known by the child the teacher gives it again and continues with the
2nd period activities until the child is ready for the 3rd period.

Presenting names that are attributes using color tablets (shades of blue)

1st Period: Introduction the terms in the positive degree

1. Select the two pieces of the series which are the most contrasting.
2. Isolate one and say, “This is dark”.
 3. Isolate the other name and saying, “This is light”.

4. Repeat the names asking the child to say them.

5. Change the tablets two or three times again giving the terms. From this the child will
experience the fact that these are relative terms.

2nd Period: Practice associating the names with the objects

1. Select two tablets of contrast and ask the child to show you “light” and “dark” changing
the tablets many times.
2. After the first identification include movement by using questions and short commands.

3. When the child unerringly associates the name with the object give the 3rd period of the
lesson.

3rd Period: Confirmation that the names have been learned

1. The teacher indicates one object and asks, “What is this?” The child says the name.
2. Repeat for the other tablets.

3. Give the name and repeat 2nd Period if needed.