Objective

The purpose of mastering the alphabet is to develop certainty in the formation, sequence and relative placement (on the line) of the letters of the alphabet.  A discussion with students about the purpose of letters, reading and writing is recommended. We also seek to find any letters that may be triggers for confusion and provide a method to replace the confusion and bring certainty.

Once the alphabet is mastered, students can move toward reading with their full attention on comprehension. They will also impress their family and friends when they can close their eyes and recite the alphabet forwards and backwards!

Materials for each student:

• a plastic knife
• 900g/two pounds of clay
• an alphabet strip (can be shared if students have room to work side-by-side)
• a tray with the student’s name on it
• an alphabet plastic mat

Preliminary:

• Have each student print the upper and lower case alphabets in sequence; use this as a baseline for the student. The attached Alphabet Assessment Form may be used as part of the evaluation.

• Familiarize students with plasticine – shaping, cutting and rolling. The students should be able to make consistently even rolls before creating their alphabet so that the letters match in appearance. Show them how to use a light touch with their fingers to roll the ropes smoothly. Making even rolls is difficult for some students and they may need assistance.

• You may choose to use the following sequence to develop confidence and ability with clay:

• Have students roll a piece of clay, about the size of a walnut, into the longest rope they can make.

• Ask students to roll the rope into a snail.  Some may choose to make a head; that is fine.

• Show students how to make a person or animal out of clay by creating a 3 centimeter-thick cylinder, cutting the middle of the ends lengthwise about 3 centimeters deep, and spreading the ends apart to form arms and legs. A small ball can be rolled and placed as a head. Any features may be added, as desired by the student.

• Teach the students to roll ropes about the diameter of a thick pencil.

• Put a small rope in front of each student and show how to measure and cut a rope that would be precisely as long as the sample one.

• Place laminated sheets with different shapes (squares, triangle, rectangle, diamond, and circle) in front of each student.  Have students form the geometric shapes using plasticine ropes. Make sure the students know how to join the ropes into shapes. Ask students to notice the effects of putting a strip of clay on a diagonal, into the form of a circle, and straight up and down (i.e. pay attention to how long a strip must be for each part).  Students can create the shapes and place them directly on the laminated sheets provided.  (When making extra copies, it is best to laminate the sheets so that they can be re-used.)

Alphabet Formation

Notes:

• Whenever possible have the student find and correct his or her errors.  Be patient, polite, and kind.

• Be observant and inquisitive.

• Resist rearranging, remolding, and/or adding to student's clay models.  For the process to be truly effective, it must be 100% the student's own creation.

• Allow each student to reach the mastery level.

• At any sign of confusion, always stop and politely say to the student,  “Check your focus.”  You may want them to balance on one foot. Then resume.

• Pay attention to the need for a break and/or take regular breaks. You may choose to play an action song to break up the activity time.

Procedure:

Begin with the Warm-up ABCs. Have the students clear their work areas.

Upper Case Alphabet:

• Explore the upper case letters while looking at the strip: notice that the letters are all the same height, but that some will require longer pieces to account for diagonal or circular parts.

• Have the students create an “Upper Case Alphabet Factory”, which is a series of alphabet parts that are repeated throughout the alphabet, e.g. the straight vertical piece that forms the left side of the B, D, E, F, etc. This way they can ensure that they are creating letters that are a consistent size. It also reinforces the recognition of patterns in the letters. You may choose to follow the following sequence for the Upper Case Alphabet Factory:

1. Identify all of the letters that contain a long vertical piece. (Allow the students to discover this themselves. If you are working with a large group, choose different students to find the various letters. Then choose another student to count how many pieces are in all of those letters.) They should find sixteen (16) in all: B, D, E, F, H (2), I, K, L, M (2), N (2), P, R, T. The loops in the B, P, and R, also require strips of the same length. Therefore, twenty (20) pieces in all should be cut.

2. Find all the letters that contain short horizontal pieces. These pieces should be a little less than ½ the length of the vertical piece. The students should find eleven (11) in all: E (3), F (2), G, H, L, T, and Z. Some students may include the “I”; ask them to look at the “I” and check whether it is the same as the others. They should notice that the horizontal pieces are smaller. Explain that they can cut one more piece for the “I” and cut it in half, if they wish. Then they would need 12 horizontal pieces.

3. Begin assembling letters as follows:

Ask the students to take the following parts:
One long vertical and one horizontal:           L
One long vertical and one horizontal:           T
One long vertical and two horizontal:           F
One long vertical and three horizontal:         E
Two long vertical and one horizontal:           H
One vertical and one horizontal cut in half:    I

4. Have the students take two vertical pieces and place them vertically beside each other with a space as wide as the “E” between them. Show them how to lay a long rope that stretches from the top of the left piece to the bottom of the right piece. Ask the students what letter they are making. Once they have identified it as “N”, let them know that they have now determined how long to cut the 4 diagonal pieces required for N, X, and Z. 

5. Find the letters that contain diagonal pieces that are less angled than above. 

The students should find the need for ten (10) in all: A (2), M (2), V (2), and W (4).

6. Assemble the letters as follows:

Take two diagonal pieces and form:              V
Make another:                                            V
Make another:                                                     V
Make another:                                                     V
Make another:                                                     V
Take two V’s and make:                                 W
Turn one V upside-down:                     A
Take one V and place two vertical
pieces around it:                                       M
Two verticals and one longer diagonal:         N
One longer diagonal and two horizontals:      Z
Two longer diagonals:                                       X

7. Find all the letters that contain “O” or part of an “O”. The students should identify four (4) in all:

O, Q, C, and G. They can determine the size of rope required by creating an O on top of another letter. Note: it will be long!

8. Assemble the letters as follows:

Create four O’s:                                     O
Turn one into a:                                    Q
Cut out what you do not need:                C
Do it again and add a horizontal:             G

9. Find all the letters with a “P” in them. The students should identify three (3) in all: P, B, and R.  Note that the loop is the same length as the first vertical piece cut.

10. Assemble the letters as follows:

Make three letter P’s:                               P
Add a small diagonal piece to one:            R
Add another loop to one:                         B 

11. Find the remaining letters to create. The students should identify D, J, K, S, U, and Y.

Instructions:

Take one vertical piece and add a big loop:             D
Take the last vertical piece and add two small
 diagonals that reach the full height of the vertical:   K (This is similar to the bottom of the R.)
Make a long letter I and add a hook:                       J
Take a really long rope and make a snaky…             S
Make a J that forgot to stop:                                  U
Look at the top half of the X and match it,
then add the rest of the letter:                               Y

      This is the sequence of the Upper Case Alphabet Factory:
      L, T, F, E, H, I, V, W, A, M, N, Z, X, O, Q, C, G, P, R, B, D, K, J, S, U, and Y. 
       
      

Note:
 
You may choose to complete the upper case alphabet one letter at a time as a large group or in smaller groups working at the same time. Encourage the children who are faster to mentor children who are struggling. True accelerated learning occurs when the group moves ahead only when everyone is ready. Foster an environment of support for each other and respect for each other’s strengths and challenges. Have the group hold a vision of everyone mastering the alphabet and imagine the excitement when everyone can recite the alphabet backwards.

Recommended collaborative method:

For creating the alphabet factory set up teams of three or four students. The team will prepare the alphabet factory for the entire group as follows:

1. Assign the following jobs:

• Setter – sets up the measuring piece against the end of the rope
• Cutter – cuts the rope to match the measuring piece
• Checker – compares the sizes of the cut pieces for uniformity
• Encourager – cheers the team on with enthusiasm (role play before doing)

Note: If there are only three students, the checker can also be the encourager.

2. Determine how many pieces each team member needs of a particular size.
3. Have the team cut the number of pieces needed for one person, then switch jobs. It is fun when everyone gets up and moves to the next seat!
4. Continue until all of the pieces have been cut to create the target letters for the current session.
5. Have the team continue until all of the letters are completed.

Alternative method:

Show the students the letter A alphabet card. Have children make a letter 'A' that is approximately 5 centimeters high. Discuss the concept of a 'standard' and explain that the height of their 'A' is to be the standard for the height of their upper case alphabet.

Have students make the remaining upper-case alphabet letters, B to Z, in forward order.  Show students the alphabet card for the appropriate letter being created. Alphabet strips could also be nearby for the student to look at, and assist in predicting the next letter in the sequence. Tell students that the purpose of the activity is that they match the font on the card/strip, even if it is different from the way they would normally print the letter.

Alphabet Mastery – Letter Formation

• When the upper-case alphabet is completed, ask the student, “Whose alphabet is this?”  Repeat the question conversationally until the student says, “It’s mine.”  Then ask the student, “Why?” or “How come?” until the student says, “Because I made it,” or “Because I created it.”

• Ask the student to identify their three favourite and three least favourite letters. Ask the student, “Are you happy with your alphabet?” If not, ask what could be different, and have the student correct it until the letters are all the same size and the appropriate configuration. 

• As appropriate, have the student check to see that all the letters are correctly positioned and sequenced, and similar in size.  Let the students find any errors by comparing with the examples. Pay special attention to the letters K, M, G and W, making sure that they match the font on the strip.

• Ask the student how many letters are in the alphabet.  If unsure, (or if there are any omissions, in which case you want the student to discover this fact), have the student count them --  s  l  o  w  l  y.  Repeat this activity until the student is absolutely certain there are 26.

FAQ

1. How perfect do the letters need to be?

This alphabet will form the permanent image of the alphabet for the student. Every child needs an accurate alphabet they can pull from their memory. Therefore, it is important that the upper case letters all be the same height and that the proportions be accurate. However, it is also necessary to create a sense of accomplishment in the student as soon as possible. If the letters are not “perfect” on the first alphabet, relax. They will be making many more letters and every student improves with experience. It is better to accept minor errors than discourage a student.

Another thing to consider is whether the student is aware of the letters that could be improved, but has had enough of the activity. We really want to ensure that the student can accurately perceive the letters at this point. Fine motor skills will develop throughout the program.

2. May the students create small letters and place them directly on the alphabet strip?

No. The letters must be larger than the strip so that the students develop their ability to change scale accurately.

3. What if a student cannot roll smooth, even ropes?

The name of the game is success. If your student is struggling, provide enough ropes to complete the upper case alphabet. It is a more constructive experience for them to complete an attractive alphabet with ropes that have been provided than complete an accurate alphabet with rough or uneven ropes. There will be time for them to improve their rope-rolling skills later.

4. What if a student wants to flatten or make a design on their letters?

This is not a problem if the alphabet has been mastered, i.e. both formation and sequence have been reviewed, so there is certainty about what the letters look like and the order is known both backwards and forwards.

Alphabet Mastery – Sequence

• Have students slowly and deliberately touch and say the name of each letter in forward order, from left to right (eyes can be open and/or closed). If desired, the following sequence can be used:

• With eyes closed, the student picks up and feels each letter until the student has one good image of the letter in his/her mental picture and then says, “I see (name of letter).”
• With eyes closed, press down over each letter with one hand and say its name.
• With eyes open, trace each letter with a finger and say its name.
• With eyes open, slowly say the name of each letter without touching it.
• Call out a letter of the alphabet and have students touch and say what letter comes before and after that letter.  Do this until they can easily and quickly find any letter in the alphabet.
• Do variations until the student can close his/her eyes and s l o w l y recite the sequence from A to Z, allowing two seconds to pass between naming the letters.

Note any errors, hesitations, and confusions.  On letters that cause signs of disorientation (confusion), ask for words or names that begin with that letter.  Ask students to pick up the letter, place it in the palm of one hand, cover it with the other, focus, and then reveal the letter to see if it is still triggering disorientation. If it is still causing confusion, say this to the student while they have the letter between their hands:

• “See the letter in your imagination.”
• “Imagine that the letter is shrinking until you cannot see it any more.”
• “Feel the letter in your hand.”
• “Bring the letter back and let it grow bigger and bigger until you can clearly see it and it matches the letter in your hand.”

Repeat this as needed until the letter no longer triggers disorientation or feels “hot.”

• On two letters that cause confusion or get mixed up, ask the student:

• “Tell me something similar about these two letters.”
• “Tell me something different about these two letters.”

Alternate asking (A) and (B) until there are no more answers.

For sequential errors or omissions ask, with the student looking at the letter: 
       

• “What letter comes before?”
• “What letter comes after?”

• Repeat the above sequence of exercises in backward order, starting from Z.

 Have students touch and say the letters forward and backward until it becomes easy, comfortable and without hesitations.

• Have students say the alphabet forward and backward while looking at the letters but without touching them.

• Have students say the alphabet backward with eyes closed, taking as many “peeks” as needed to get through it.  Again, look for letters that cause problems, repeated looks, and repeated confusions.  Check orientation, and apply steps (3) or (4) above for these letters as needed.  Do these things until students can say the whole alphabet backward at least once without looking. 

• If any signs of struggling or frustration appear, BACK OFF from this task.  Take a short break.  Then check focus and go back to the step just preceding the one where trouble occurred.  Repeat that step until the student is successful and then proceed.

• Continue to practice the alphabet backward and forward until students know it and can easily and comfortably recite it in both directions without looking.  Praise lavishly when this is accomplished.  Always take a good break after this accomplishment. If some students are struggling play the following games:

• Play the “Alphabet Mix-up Game” as follows:

• Have the student (A) close his/her eyes while another student (B) mixes up the letters of the alphabet made by the first student (A).  Start with 4 or 5 changes at first and increase difficulty with each turn. Letters can be switched, rotated, reversed or misplaced on the “line”.

• Have the first student (A) open his/her eyes and direct student (B) in correcting the changes.  This provides a feeling of safety for student (A).

• Reverse roles.

• For the final turn have no changes, just straighten out the letters.  When the student indicates that there is nothing to change, ask, “Are you sure?’ When the student answers in the affirmative, the student will be certain that they have in fact mastered the sequence visually.

• Play the “Alphabet Mystery Game” as follows:

Have the students take turns writing (with a finger) different letters on a partner’s back and guessing what the letter is. They can also “write” on each other’s hands. This can be done for both upper and lower case letters as they are being mastered. Watch that the finger drawings are following the appropriate method for drawing letters, i.e. from left to right and top to bottom.

Tell students that their task is to facilitate success for their partner, rather than “trick” them. The more letters guessed accurately, the better.

• Rhythm activities are a fun way to develop coordination and master the sequence:

• Tap the thighs two times and clap two times. Recite two letters at a time when tapping. E.g. a, b, clap, clap, c, d, clap, clap, e, f, clap, clap…
• Tap the thighs three times and clap once. Recite the letters when tapping. E.g. a, b, c, clap, d, e, f, clap…(This offers an opportunity to discuss division, the number of letters in the alphabet and how to have twenty-seven beats for nine even groups—use “w” as two beats, so that “w,v” would take three beats.)
• If students are sitting in groups, rotate around the room so that the groups take turns in calling the letters in sequence. For example, table 1: A, B, table 2: C, D, table 3: E, F…
• Repeat the games going both forward and backward in the alphabet.

• Offer opportunities for reflection about the activities as you progress through the activities.

Ask students whether it matters if someone knows how to read and write, how the letters of the alphabet help us, and that they are symbols (like the Nike swoosh or McDonald’s golden arches) to represent sounds.