SB Online Academy: PMC Module 4 Language & Phonics Exercises ( Part 1) Solved assignment |Early Childhood (3-6) | Pakistan Montessori Council

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SHAHER BANO

PMC Module 4 Language & Phonics Exercises ( Part 1) Solved assignment |Early Childhood (3-6) | Pakistan Montessori Council | SB Online Academy

PMC Module 4 Language & Phonics Exercises ( Part 1) Solved assignment

Assignment Module 4

Write answers in your own words. Your answers should be at least 2 typed pages or 3 handwritten pages. Please don’t forget to write your name and roll number on each page of the assignment.

Q1: 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.

Answer No 1

SIMPLE DESIGN

SYMMETRIC DESIGN

DOUBLE OUTLINE DESIGN

GEOMETRIC DESIGN

SHADES OF ONE COLOUR

MIRROR IMAGE DESIGN

COMPLEX DESIGN

FRIEZE DESIGN

Q2: Explain how word building is introduced to children using Moveable Alphabet and Alphabet boxes at Pink, Blue and Green Levels.

Answer No 2

LARGE MOVEABLE ALPHABET (LMA): When a child has learnt the phonetic sounds of the alphabet and has developed the ability to identify them in words, he/she 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 clouds of plastic letters. Vowels should be blue 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 involves three-lettered CVC (consonant-vowel-consonant) and two level 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, pot etc. The directress spreads out a mat on the floor. The alphabet box is opened with its lid set aside. The directress 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 o 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. Names 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 LEVELWORD 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 a large moveable box and blue boxes containing small objects with names that are longer phonetic words. The directress place the LMA and the blue box on the mat, allowing children to name the objects in the blue box. The directress takes one object, builds the name using the LMA and pronounce it. Finally, she allows the child to do the same.

Blue Level Blending:

Exercise: Materials are required same as for this exercise as the above exercise. 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 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 the phonogram “sh” the teacher introduces the child to words like brush, shell, fish etc. Less common phonograms are only introduced to he child as and when he comes across them.

Exercise: First 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 shows the phonogram written on the lid to the child. She spread the picture cards and piles the words 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.

Q3: Write a comprehensive note on Exercises of Oral Language.

Answer No 3

Oral Language:Already most of the children have command over spoken language when they are entering in a Montessori school but unconsciously . But in Montessori there is a proper environment for young children to facilitate and improve their language. During first three years of children’s life, they have been constructing their language but in Montessori classrooms, they will be consolidating what they knows. Because the child’s will is constructed , and he/she can consciously begin to explore language. This is the correct time for child to gain the correct tools in his/her home language. The purpose in Montessori’s Oral Language lessons are vast. Children will gain a clarity of speech, large expansion of vocabulary, a familiarity in various aspects of language such as correct usage of language, an appreciation and enjoyment of language, and also get indirect preparation for written language work, for reading and creative writing.

To teach the children correct oral language, Montessori divided learning experience into two group are following below:

1. The Enrichment of Vocabulary: In these activities, the children learns new words on a daily basis through formal lessons and classified group activities.

Exercises are included as follows:

· Exercise 1: Objects of the Environment:

Material: The objects of environment such as chair, table, shelf, sink, rug, floor etc.

Note: From the first day the child enters the classroom, language lessons must be given to him/her. As you teach the children the language for the objects in the 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 classification and then later can move on to sub classification.

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 class. 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. Begin Three Period Lesson by naming one of the things. For example, say as you touch the floor, “This is the floor”. Then repeat but have the children with you. And 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 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 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 words categories:

Ø Table, Chair, Shelf.

Ø Bowl, Spoon, Tray.

Ø Jug, Scissors, Bin.

Ø Soap Dish, Brush, Sponge.

· Exercise 2: The Sensorial Materials:

Materials: The sensorial materials.

Note: The child is given the language lessons in sensorial material after he/she has mastered the use of a material, and is at a point where he has lost some interest n the material.

Presentation: Use Three Period Lesson to introduce nouns and adjectives (positives, comparatives and superlatives) related to each sensorial material.

· Exercise 3: Classified Cards:

Material: A set of labeled or unlabelled picture cards representing a class of things, e.g. animals, plants, kitchen tools, cleaning tools, furniture.

Note: Begin with broad classifications, such as animals and then move on to sub-classifications such as mammals.

Presentation:

Invite one child or small group of child to work with you. Introduce the cards conversationally/non formally. Show the child the classification card, and discuss what they sees on the cards e.g. a kitchen. Place this card face down next to the box of cards. Go through all of the cards. Separate the cards they knows and the cards they don’t know. Teach the names of the cards they does not know by doing a Three Period Lesson with three cards at a time. When the children are sure of all the names , mix the cards they may at first didn’t know with the cards they knew. Show them how to layout. Do a second Three Period Lesson with the entire set. Show the children 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 them they can work now whenever they likes. This exercise is repeated with the other sets of cards.

Exercise1: The child works with any set of cards he has been shown.

Exercise2: Sorting cards: The directress choose two sets of cards which are familiar to the children .She then took two classification cards and mix the two sets together. Then place 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 under appropriate classification card . When they get mastered of it then can be show how to use with three or four different sets.

· Exercise 4: The Nomenclature Cards:

Material: Collection 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.

Presentation: same as classified cards above.

· Exercise 5: Social Vocabulary:

This kind of vocabulary is given through role play as grace and courtesy lesson. Words and phrases like thank you, sorry, excuse me, please, forgive me, good morning and good evening etc, are introduced their use is role played.

Material: In some exercises objects present in the environment can be used.

Presentation: Invite a group of children. Demonstrate the term being taught and act it out yourself first. Invite the children to repeat that little drama.

1. Language Training: In these exercises, the child undergoes a great variety of language experiences. They learns through the many forms of literature, exercise in self-expression and games to learn the grammar of language.

· Exercise 1: Telling and reading stories:

This activity should begin to the child’s first day in the class and should continue during his / her whole stay in the class. This activity can be done with one child , a small group of children or even the whole class. Make the children sit in a semi circle for the clarity of view, if you are telling / reading the story to more than one child. This allows the children to see your gestures and facial movements, which then help each child to understand the meaning of the story. The story 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 the time of personal interaction. This is also good activity to do with children who seem to be wondering aimlessly around the class.

· Exercise 2: Poetry_ Rhymes, Jingles and songs:

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 memorize, reading them aloud and asking the children to repeat after her , until they have learned it by heart. She may do same with children’s songs, rhymes and jingles to be

· Exercise 3: Book 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 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 place on the bottom of shelf to make it accessible for the youngest children whereas the books with more lengthy should be placed higher up for relatively older students.

· Exercise 4: News Time:

This exercise involves sharing news sporadically with each other, e.g 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 listen to the child with keen interest, and does not interrupt them except to encourage them to share further details by asking questions.

· Exercise 5: Asking Questions Games:

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 dub sandwich. The directress could ask a series of questions like, “What is the sandwich made of?” “Where do the ingredients come from?” “What color are they?” etc. The directress should repeat these exercises regularly to encourage brainstorming and sharing of ideas.

· Exercise 6: Grammar Games:

Grammar games are played to informally introduced parts of speech like verb, noun, article etc. and teach their proper use to the child.

Q4: Prepare a complete set of Montessori language material to be used at Pink, Blue and Green Levels.

Answer No 4

PINK LEVEL EXERCISES

Pink Phonetic Object with written cards