Material
- A box divided into compartments in such a way as to contain the different letters of the alphabet.
- The letters can be of card or plastic, the vowels in blue and the consonants in red. A letter is stuck at the bottom of each compartment to act as a guide when the letters are replaced.
- There are two trays so as to make it easier for a small child to carry.
- Though this is not the case in the picture to the right, if possible, there should be a small box inside and to the top of the “i” and “j” letters that contains the dot that goes at the top of each. It is best to have a home for every type of item.
Direct aim
- To get across to the child the thrill and magic of writing.
- To help the child break down words into their separate sounds, and then to form words fluently.
Point of interest
Listening to sounds and finding the correct symbols.
Control of error
The child’s own ear for analysis.
Age of interest
3-4 years. It is presented after the child has learned some of the sandpaper letters and can write simple words with them.
Teacher’s presentation (Note: For the first few lessons nothing is corrected. Then, very unobtrusively, she starts presenting again.)
- Place a mat on the floor. The first thing to do is to make the child familiar with the place of each letter in the box. For example, 1) ask the child if he can find g, f, c, etc. (using the phonetic sound always); and 2) Take out three or four of the letters and ask the child to replace them. Continue with this until he is quite sure where each letter belongs.
- The mat must be at the right of the box so that the child is looking directly at the letters in their correct position. Encourage the child to place the letters correctly on the mat from left to right.
- The child is not able to read yet. Tell him that you have a pet at home, and that you are going to tell Peter (who can read) what it is, but without ever making a sound.
- Layout on the mat-‘I have a cat’ and call Peter over to see what has been written. He comes over, reads, and says, “Oh, have you got a cat at home?” The child will be amazed that Peter knows what pet you have at home without any word being said. (Peter is not needed any more. He goes back to his work.) Ask the child if he would like to say what (toy) he has, but without actually saying anything! (Remove the ‘cat’ but leave the other words.)
- No matter what the child writes, you must make something of it, even if it is rather difficult!
- Later let the children write simple commands for other children to do and they may make the names of some of them. Everything is done in silence, and impresses on the child what an exciting means of communication writing is!
Control of error
By reading precisely what the child has written. A child’s spelling is never corrected while he is using the movable alphabet. He is encouraged to write every word he wishes. Spelling is taught as a separate activity. This is written thought. He might write ‘CABIJ’ for cabbage, but he has made the effort of breaking down the word into its separate sounds. Never inhibit the child by commenting on his spelling at this stage. The child is not asked to read back what he has written. (This involves a different part of the brain.)
Note: Although the sandpaper letters are cursive those of the moveable alphabet are print (or what once was called “manuscript”). The print letters are the same as those in reading books even though many companies are now selling these letters in cursive. Keep to these letters for easy recognition in reading. The sandpaper letters are cursive because the child traces these and thus imprints on his or her motor memory the movement of the letters, a movement which is easier for young children than print to imitate in the act of writing. Thus, for them to begin writing ealier, it is best for them to use cursive. However, the movable alphabet is not about motor imprinting for writing, but it is for learning to spell and sets up for reading. Most written works are in print, hence this helps prepare the child for reading.
Games
As many and as varied as possible.
- Think of phonetic words of objects in the classroom and make them.
- Have a collection of phonetic objects in a box and get the child to name them. He then writes with the moveable alphabet the names of the objects in the box.
- Some children must be gently directed. The Directress can whisper, “Have you got a p-e-n in your bag?” and so on. She will break down the word into its phonetic sounds and make them obvious to the child. Another child is called over to read the made word. If any child is showing difficulty with the words, it may be due to faulty hearing. This should be tested. Take slower children and get them to try to form words that they wish to make together with friends. One child completes the first letter, another the second, and so on.
- The teacher might say, “I’ve got something in my bag, can you tell me what it is?” and she holds up the letters of that word. Or she might say, “I have a pen in my bag. Here are the letters. Can you put them in the correct order?” Keep the thrill and the excitement