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

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.