Apr 012013
 
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NAME OF MONTESSORI ACTIVITY Large Moveable Alphabet
AREA Language
AGE 4 – 4.5 Years
MATERIALS

  • A large wooden box containing different compartments. Each compartment has a quantity of a particular letter of the alphabet. The vowels are in blue, the consonants in pink or red.
  • The sandpaper letters.
  • A floor mat.
DIRECT AIM
  • To show the child, as an introduction to writing, that the symbols for the sounds in speech can be used to express thoughts and make words.
INDIRECT AIM
PRESENTATION Pre Presentation

  1. Invite the child to get a work mat. Tell the child that we are going to familiarise them the letters in the movable alphabet.
  2. Open the box and place the lid underneath it.
  3. Place the lined floor mat below the box.
  4. Ask the child to find a sound in the box. For example, “Can you find the m?”
  5. If the child hesitates, ask the child to find the letters in the sandpaper letters, to trace it, and then to find it in the box or to match it to the letter in the box.
  6. Alternatively, introduce a sandpaper letter, ask the child to find its match in the box and show the child how to place the letter on the lined mat, next to the sandpaper letter, starting at the top, left hand side of the mat and working down.
  7. When the child feels confident with the movable alphabet, ask him to replace the letters in the box, beginning at the left-hand side of the mat, moving towards the right hand side, and as he replaces them, so he sounds out the letters.

Presentation 1 – Spontaneous Word Building

  1. Invite the child to get a work mat. Tell the child that we are going to work with the movable alphabet.
  2. Open the box and place the lid underneath it.
  3. Place the lined floor mat below the box.
  4. Suggest a three lettered word to the child, for e.g. cat.
  5. Say, “cat…what are the sounds you hear when I say cat?” The Montessori Directress says this in an even voice until she feels the child is tuned into the process and listening carefully.
  6. Say the word “cat” again, accentuating the sound, “C – a-t “. Repeat the sound if needs be.
  7. The child listens, identifies the sound, and places a C on the line, in the position as indicated by the Montessori Directress. (Starting at the top, left hand side of the mat and working down.)
  8. The Montessori Directress then asks the child, “Would you like to listen to the next sound, “c – A – t”, this time stressing the next sound.
  9. The child listens, repeats the sound, finds the letter and places it into position on the line beside the C.
  10. The Montessori Directress then asks the child if he would like to listen to the last sound. This time she stresses the “T” in c-a-t.
  11. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “ A.”
  12. Go on to a second and possibly a third word depending on the child’s interest.
  13. Complete the work cycle by praising the child’s work saying, “We made some new words today. Well done and thank you for working with me. We can do some more tomorrow.”
  14. Show the child how to put away the letters. We do so from left to right, top to bottom, which is an aid to reading and writing directionality.
  15. As this is a word building exercise, we do not read the words back

Presentation 2

  1. Invite the child to get a floor mat. Tell the child that we are going to work with the movable alphabet.
  2. Open the box and place the lid underneath it.
  3. Place the lined floor mat below the box.
  4. The Montessori Directress places a three letter phonetic object in front of the child, placing it at the top, left hand side of the mat.
  5. She identifies it, saying, “This is a van (or a top, mat, ram, peg and so on)”.
  6. Say the word “van”, accentuating the sound, “V – a-n “. Repeat the sound if needs be.
  7. The child listens, identifies the sound, and places a V on the line, in the position as indicated by the Montessori Directress.
  8. The Montessori Directress then asks the child, “Would you like to listen to the next sound, “v – A – n”, this time stressing the next sound.
  9. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “V”.
  10. The Montessori Directress then asks the child if he would like to listen to the last sound. This time she stresses the “N” in v-a-n.
  11. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “ A.”
  12. Place out a second and possibly a third object, depending on the child’s interest and repeat the process.
  13. Thank the child for working with you and ask him to put the objects and letters back. If the child should spontaneously want to read the words through, allow it, but do not insist on it.

Presentation 3

  1. Invite the child to get a floor mat. Tell the child that we are going to work with the movable alphabet.
  2. Open the box and place the lid underneath it.
  3. Place the lined floor mat below the box.
  4. The Montessori Directress places a three letter phonetic picture card in front of the child, placing it at the top, left hand side of the mat.
  5. She identifies it, saying, “This is a van (or a top, mat, ram, peg and so on)”.
  6. Say the word “van”, accentuating the sound, “V – a-n “. Repeat the sound if needs be.
  7. The child listens, identifies the sound, and places a V on the line, in the position as indicated by the Montessori Directress.
  8. The Montessori Directress then asks the child, “Would you like to listen to the next sound, “v – A – n”, this time stressing the next sound.
  9. The child listens, repeats the sound, finds the letter and places it into position on the line beside the V.
  10. The Montessori Directress then asks the child if he would like to listen to the last sound. This time she stresses the “N” in v-a-n.
  11. The child listens, repeats the sound, finds the letter and places it into position on the line beside the “ A.”
  12. Place out a second and possibly a third object, depending on the child’s interest and repeat the process.
  13. Thank the child for working with you and ask him to put the objects and letters back. If the child should spontaneously want to read the words back, allow it, but do not insist on it.
CONTROL OF ERROR
EXTENSIONS
VARIATIONS

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