Large Moveable Alphabets
To get familiar with the letters and their sound for future exercises in composing words.
– Large Moveable Alphabet – a box divided into components containing the lower case lesser of the alphabet cut out in cardboard (or plastic). The vowels are blue and the consonants are pink.
– Medium-sized Moveable Alphabet in a compartmented box. For a class of 34-37 children, six boxes are recommended, two sets having blue vowels and four sets having all letters the same color.
– Small Moveable Alphabet in compartmented box. All letters the same color. Two sets each a different color from the other.
– A mat of an appropriate size for some of the Exercises.
- Observe the child for readiness. The Prerequisites are the ability to analyze words into their component sounds in order and reorganization of the graphic symbols for the sounds.
- It is best to begin the Movable Alphabet when the child knows all of the Sandpaper Letters so it is not necessary to edit the words the child composes.
- Some children respond to this activity more readily if the words chosen relate to a topic of interest to them. Encourage the child t think of words to write.
- Do not ask the child to read the words he has composed.
- For a child who has not arrived at the usual level or readiness, this work can be started if the child’s interest is high and the child knows 10-12 sandpaper letters, including 2-3 vowels. The directress will need to dictate all the words so they can be edited to those which can be made with symbols/sounds which the child knows.
- Moveable Alphabet work progresses from single words to phrases, sentences and finally stories. These Exercises in which the child symbolizes his own thoughts is the beginning to creative writing.
- It is important to observe the child’s work to see if he can analyze fully and correctly symbolize each sound.
- Spelling will be phonetic and is not correct in the early work.
- Introduce conversationally the making of words and think of a nice category with the child
- Have the child sound out a word with you.
- Find the symbol for each sound and lay them out clearly. (See illustration) The teacher makes the first word or words until a child seems to understand.
- Help the child to lay out the letters and to form the word that he is sounding out
- Observe the child when he is tiring and conclude the work.
- Ask the child to contribute words, filling in if the child cannot.
- Show the child how to collect the letters by starting with the last letter and looking for the same letter in other words.
- Replace inappropriate compartment.
- Once all letters have been returned, close the box and return the box to the shelf.
The child can take out the box whenever he likes.
- Show child the box and the way in which words are made as in the above presentation.
- The difference is that you will have pre-selected the symbols the child knows and will have isolated them on the lid. (Words for this presentation will be selected by the directress.)
- Remember to continue to teach the sandpaper letters so the child’s work with the Moveable Alphabet will continue to grow.
- Both of the work will be simultaneous.
- Once the child knows all of the sandpaper letters, he can move to the box with all of the letters.
A child can get out of the box and make words that are created by the directress.
- Done as before but this time you will be making more than one word, you will be constructing a phrase.
- Be sure to show the child how to leave a space between words by placing two fingers at the end of the word.
Done as in the presentation, with the aid of the directress as needed.
- Help the child make a complete thought and then express it in the graphic symbols.
A child will work as in the presentation with the help of the directress as needed.
- Turn the rug horizontally so you have a larger space for the words.
- Elicit a topic of interest from the child.
- Help him to write a story about his idea.
- Show the placement of the whole hand at the end of a sentence.
A child will work in the presentation with the help of the directress as needed.
– To help the child with the analysis and exploration of the language which is known to him and to reproduce words with graphic symbols.
– Preparation for writing and reading.
The Directress and then none as the child grows to do this activity alone
4 years onwards