GB2533074A - Apparatus for educational purposes - Google Patents

Abstract

A puzzle book comprises five story pages, each page bearing a short story and a predetermined word provided as an anagram with a vowel missing from the anagram such that the missing vowel must be added and the letters rearranged to form the word. The predetermined word appears in the text of the corresponding story so the user can check the vowel used and resulting word are correct. The anagram letters may be rearranged to form different words before and after the vowel is added, with both words being present in the story text. Detachable sheets or pages (not shown) which are narrower than the story pages are provided for the reader to record the solved word. The detachable pages/sheets may be attached via perforations, or may be reversibly detached, e.g. using pressure-sensitive adhesive. Reusable stickers, tiles or the like bearing vowels are also provided which releasably attach to the anagram, e.g. via pressure sensitive adhesive, magnetic attraction or static attraction. Preferably each story page and anagram corresponds to a different one of the five vowels and a respective sticker/tile is provided bearing each vowel (see figure 2). The invention may alternatively be provided as an App.

Description

Intellectual Property Office Application No. GII1203886.5 RTM Date:8 April 2016 The following terms are registered trade marks and should be read as such wherever they occur in this document: Post-It Velcro Intellectual Property Office is an operating name of the Patent Office www.gov.uk/ipo Apparatus for educational purposes: Vowels play an essential part in the formation of words. All words require the inclusion of at least one vowel The only exception to lids rule is the letter "1'. As the five vowels play such an important part in the formation of words it is important that persons become familiar with the five vowels and to appreciate how new words can be formed by the inclusion of a single voweL This invention relates to a series of educational books / punk books. Each book comprises five short stories, one shod story per page. Each page containing a short story will also have an anagram or a set of scrambled letters on it Each anagram and or set of scrambled letters will also have a location within it to accept the attachment of a temporary additional, reusable, add on vowel to it These additional reusable add on vowels could be a different colour to the other letters on the page (This would reinforce these letters as vowels.) These additional reusable add on vowels -A EIOU-would be supplied with each book. Figl. Each temporary reusable vowel added to the anagram and or set of scrambled letters will be different, so at the completion of the book all five additional vowels -A EIOU-will have been attached, a different vowel to each page. Each anagram and Ur set of scrambled letters will be designed so they will accept a different pre-designated additional vowel to the others in the book thereby ensuring all five additional vowels -A EIOU-will be allocated over the jive shod storks. The word that can be formed by using all the letters in the anagram, and or set of scrambled letters, along with the pre -designated temporarily attached add on vowel has been used in the short story. Finding the word in the short story verifies what vowel was pre-selectedfor that anagram and or set of scrambled letters. Fig 1.

To illustrate: ( Anagram SMTA) word = Mast. If "r were added = Steam -Meats -Mates If "0" were added = Moats -Atoms If-E -was the pre-designated add on vowel then one of the above words from -E -would appear in the short story.

If-0-was the pm-designated add on vowel then one of the above words from -0- would appear in the story instead.

( The word used in the story thereby verifying which vowel was pre-designated to form the anagram) Some series of these educational books/ puzzle books will also allow for two words to ** .* appear in the shod story, a word from an original anagram on the page and a longer word * * * * * from the anagram that was formed by the pre-designated additional add on vowel attached * to it, Fig I. Both series of these books contain a separate, width shortened page opposite the....

* * story page to record the word and or words produced from the anagram and or anagrams.

The page to record the word and or words could be a single page, and or it could contain a **** * plurality of pages, that coidd be perforated along one side, and or glued with post-it like **** glue along one edge, for easy removal of page, allowing for repeat usage of these books. Reuse of these books is further facilitated by the additional add on vowels being Reusable.

** * * * * * One series of educational books/puzzle books. *** *

* * Each book comprisesfive short storks, one shod story to a page. Each of the shod stories * will have a set of scrambled letters on the story page. Each set of scrambled letters will also have a location within it to accept the attachment of a temporary additional vowel( As shown in Fig 5: the location could be highlighted by a question mark in the centre of the scrambled letters 7 The location could also be highlighted by some other means)Each set of scrambled letters has been designed to accept a different pre-designated ( Pre-selected) additional add on vowel, so at the completion of the book all five additional add on vowels -A EIO U-will have been attached, a different add on vowel to each set of scrambled letters. Attaching the pre-designated add on vowel to the highlighted position within the set of scrambled letters forms the anagram. By using all the letters in this now formed anagram, a word can he made. There is a location provided to record the word that was made from the anagram, it is opposite and on a separate page from the story page. Only the word that can be made from the anagram that was formed by the additional pre-designated add on vowel will appear in the short story. ( If more than one word can be formed from this anagram only one will appear in the accompanying story) ( If a plurality of vowels could be used, with a set of scrambled letters, and they produced a plurality of different words from the different vowels used, only the word constructed by using the pre-designated additional add on vowel with the set of scrambled letters will appear in the short story, the other words would not.) ( Exception level 3 books) After making and recording the word a person would read the short story and see if they could find the word in the short story, thereby veryjdng that the correct pre-designated additional add on vowel had been placed with the correct set of scrambled letters. ( As some of the scrambled letters could accept a plurality of vowels that would form / complete an anagram it is important to check the story to see if the Pre -designated additional add on vowel for that particular set of scrambled letters was correctly chosen) This series of books could be used as an entry level, as there is only one anagram to focus on, therefore only one word needs to be found in the short story. In level one and level two books only the word that is produced by using the pre-designated additional add on vowel with the scrambled letters will appear in the short story ( Level 3 books would be different. ) The primary objective of the book is to correctly allocate the pre-designated additional add on vowels to their respective scrambled letters so that at the completion of the book the five vowels -AEI OU-will be allocated over the five short stories.

The additional attachable add on vowels -AEIOU-"that could be coloured" will be supplied with each book.

( This above series of books uses a set of scrambled letters and with the addition of a vowel, forms an anagram) A series of books ranging in difficulty have been developed.

Level one books.

These books have been developed so the set of scrambled letters on each story page will accept an additional add on vowel, in an Alphabetical sequence, to form an anagram.

* . ** * * * * The first set of scrambled letters in the book (J story page) will accept the vowel "A" * The second set of scrambled letters in the book (2" story page) will accept the vowel "E" * * The third set of scrambled letters in the book (3'd story page) will accept the vowel **** The fourth set of scrambled letters in the book re story page) will accept the vowel "0" ***: The fifth set of scrambled letters in the book (5-storypage) will accept the vowel guy This makes it easy to attach the correct additional add on vowel to the set of scrambled letters presented on each page, thereby forming the anagram. The individual can now ** * * * * * concentrate on the anagram that has been formed. By using all the letters in the anagram a * * word can be made. Once the word has been constructed the individual needs to locate the * 7,* word in the short story. Level one Book's have been specifically designed to help reinforce the alphabetical sequence of the vowels.

Level two books.

These books have been designed to be more difficult and demanding. There is no set sequence to placing the pre-designated additional add on vowels to a set of scrambled letters in this book The short stories with their scrambled letters have been placed in the book randomly. ( Not like level one books that are placed alphabetically) This makes it much more difficult to determine which additional add on vowel to include with a given set of scrambled letters. An individual could attach each additional add on vowel in turn with the set of scrambled letters to try to construct the word, or they could look for other strategies to solve the problem thereby developing reasoning abilities -deductive skills. These other skills could prove invaluable, as the word containing the pre-designated additional add on vowel, which forms the anagram, has already been revealed by it/king used in the accompanying short story. It's just a case of identifying it. ( If a plurality of vowels could be used, with a set of scrambled letters, and they produced a plurality of different words from the different vowels used, only the word constructed by using the pre-designated additional add on vowel with the set of scrambled letters will appear in the short story, the other words would not.) Finding this word in the short story would show what the pre-designated additional add on vowel attached to the scrambled letters was Level three books.

This level is more difficult and demanding than the others. There is no set sequence to placing the pre-designated additional add on vowels to a set of scrambled letters in this book The short stories with their set of scrambled letters have been placed in the book completely randomly. (Not like level one books that are placed alphabetically) These books have also been designed to try and trap persons into placing the pre-designated vowel onto the wrong set of scrambled letters. This book has been deigned so that at least one, and in some cases more than one of the sets of scrambled letters presented in this book will accept a plurality of add on vowel additions, thereby producing a plurality of different ( anagrams) words from the different vowels that could be attached to the scrainbled letters. Fig 6 le: Scrambled letters ( RTHS ( See Fig 6) + A) = Trash-Harts + I) = Shirt + 0) = Short + U) = Hurts ** * * * * * * * ( The difference between this book and levels one and two books is: All the words produced from using different add on vowels with the set of scrambled letters will appear in the accompanying short story) The person has to, by elimination, work out which add on vowel is the pre-designated vowel for this story. This is necessary in order to correctly place all five add on vowels over the five short stories in the book ( One solution: Find a set of scrambled letters that will accept only one vowel -do these first) (As can be illustrated in figs) * * * * * * * * * * * Another series of educational books /puzzle hooks.

Each book comprises five short stories, one short story to a page. Each of the short stories will have an Anagram on the story page. Each anagram will also have a location within it to accept the attachment of a temporary additional add on vowel (As shown in fig 1: The location could be highlighted by a question mark in the centre of the anagram -The location could also be highlighted by some other means; Each anagram has been designed to accept a different pre-designated (pre -selected) additional add on vowel that will turn it into a one letter longer anagram. Theses reusable additional add on vowels -A EIOU-will be supplied with each book These additional add on vowels could also be a different colour to the other letters on the page. At the completion of the hook all five additional vowels -A EIOU-will be attached, a different vowel to each anagram. There are a nutnber of objective with this book One objective is to construct two words from these different length anagrams. First: Using all the letters in the original anagram construct the word it represents. Second: Place the pre-designated additional add on vowel to the location highlighted on the anagram then reconfigure all the letters and construct the second longer word (If either of these anagrams constructs more than one word -only one word per anagram will appear in the accompanying short story) ( As some of the original anagrams could accept a plurality of vowels that will produce a plurality of different words from the different vowels used, only the word constructed by using the pre-designated additional add on vowel with the anagram will appear in the short story.-The other words would not) ( An Exception to this rule would be level 3.boolcs) There is a location provided for a person to record the words constructed from these two anagrams, it is opposite and on a separate page to the story page, Fig 3. The word that can be constructed from the original anagram and the word that can be constructed from the anagram with the additional pre-designated add on vowel have both been used in the short story. The primary objective of the book is to correctly allocate the pre-designated/Preselected additional add on vowels to their respective anagrams so that at the completion of the book the five vowels -A EIO U-will be correctly allocated over the five short stories.

(The above series of books start with an Anagram and not a set of scrambled letters on the story page and with the addition of the pre-designated add on vowel turn it into a one letter longer anagram -two words formed) A series of books ranging in difficulty have been developed ** ** * Level one books.

* * * These books have been developed so they will accept an add on vowel to the original Anagram in an Alphabetical sequence, thereby, forming a second and longer anagram. *

* * The first anagram in the book ( page; will accept the vowel "A" air 0000 * "0" air * The second anagram in the book ( page) will accept the vowel **** The third anagram in the book ( .3" page) will accept the vowel The fourth anagram in the book (4" page) will accept the vowel The fifth anagram in the book (.5th page) will accept the vowel ** * * * * * * This makes it easy to attach the correct add on vowel to the anagram presented on each * * page. A person only needs to make the two words, one word from each anagram, and find * * **these words in the story. Level one book's have been specifically designed to reinforce the alphabetical sequence of the vowels.

Level two books.

These books have been designed to be more difficult and demanding. There is no set sequence to placing the additional add on vowels to the anagrams. The short storks with their anagrams have been placed in the book randomly. ( Not like level one books that are set alphabetically) This makes it much more difficult deciding which additional add on vowel to include with the anagram. ( Which vowel was the anagram designed to take ? ) A person could attach each additional add on vowel in turn to the anagram to try and construct the word, or, they could look for other strategies to solve the problem thereby developing reasoning abilities -deductive skills -these could prove just as successful as the word containing the pre-designated additional add on vowel, that formed the second anagram, is used in the short story. If a plurality of vowels could be used with an anagram and they produced a plurality of different words from the different vowels, only the word constructed using the pre-designated vowel along with the anagram will appear in the short story, the other words would not Finding this word in the short story would show what the pre-designated vowel attached to the anagram was.

Level three books This level is more difficult and demanding than the others. There is no set sequence to placing the pre-designated additional add on vowels to their anagrams. The short storks along with their accompanying anagrams have been placed in the book randomly. (Not like level one books that are placed alphabetically.) These books have been designed to try and trap persons into placing the pre-designated vowels onto the wrong anagrams. This book has been deigned so that at least one, and in some cases more than one of the anagrams presented in this book will accept a plurality of add on vowel additions to the anagram, thereby producing a plurality of one letter longer (Anagrams) words produced by the different vowels used with the anagram. Fig 4.

Anagram TSNLI ( ie: Stun + A) = Aunts + E) = Tunes ( See Fig 4) + I) = Units + 0) = Snout ( The difference between this book and levels one and two books is all the words produced from these different add on vowels with the anagram will appear in the accompanying short story) The person has to, by elimination, work out which add on vowel goes with the story in order to use all five add on vowels over the five short storks in the book (One solution: Do the single add on vowel anagrams in this book first) * * * * * * * * Another level of difficuhy has been designed for these series of books, both for persons less able to construct words front anagrams, as well as for others more able to construct words from anagrams. The Anagrams, and or set of scrambled letters, that are presented with the short stories can vary in the number of letters they contain from few to very many. The Anagrams, and or sets of scrambled letters, that have been designed for these series of books are not limited to the four or five letters that are illustrated by the drawings accompanying this application, they could contain more, and or, less letters. What holds true is any anagram that is formed, irrespective of its size, either from a set of scrambled letters with the inclusion of a pre-designated additional add on vowel, or is formed from another anagram by the inclusion of a pre-designated additional add on vowel, will have to use all the letters in the newly formed anagram to produce a word, and the word that is formed will appear in the accompanying story.

The additional reusable add on vowel is attached to the anagram and or Set of scrambled letters by means of it having a reusable sticky back (Like the glue on a post-it) or by Velcro or by magnets or by static electricity or by some other method of attachment. These methods of attachment are in the main not permanent. The additional add on vowel is in the main removable and reusable as this allows for removal if a vowel were to be placed onto the wrong anagram and or Set of scrambled letters and it needed to be relocated or if the book was to be used on a repeated basis by other members of a family. This does not rule out the possibility of a permanent attachment of an additional add on vowel to the anagram and or Set of scrambled letters if so desired If this educational apparatus was to be produced as a Computer game / computer program or a phone app or a down loaded onto a kimble type electronic reader then the vowel addition could be attached electronically / digitally or by some other method There are five additional add on vowels provided with each book The five additional add on vowels provided with each book are "A E JO U". The additional add on vowel is attached to the location highlighted by the question mark ( or some other location indicator or by Velcro/magnets / etc) on the anagram and or set of scrambled letters. This invention also lends itself to being a series of puzzle books. It could also be used on the back of a breakfast cereal box as an individual stoty with the person choosing the correct single vowel to stick on to complete the puzzle, or it could be produced as a series that one would cut out and keep, collecting five different stories each requiring a different vowel to be attached to it to complete the series. It could also be developed as a computer program being used as a teaching aid or as a series of purr)" games. It could also be down loaded electronically / digitally to a reading devise or as a phone app.

The objective is to get persons / children to become familiar with the five vowels and how they play an integral part in the formation of worth. It also helps.individuals to develop phonetic skills as they by to construct words from the anagrams, learning which letters will go together ( CTAHP = PAT -CH) An additional benefit is also seen in that persons use reasoning ability and detective type skills to find the word and or words in the stories that they Were unable to construct themselves from the anagram and or the anagrams on each page. ( ie: Some count the number of letters in the anagram then they look for all words of that length in the limy checking to see if they have the same letters as those in the anagram) Devising this system of learning like a detective puzzle also makes learning more enjoyable and less laborious. This educational apparatus also develops reading ability through the short story. It also increases an individual's vocabulary as well as a love of words.

A Teaching aid used by parents: A parent could go through level one book with their children. They could place the correct additional add on vowel over the question mark thereby forming an anagram, then they could assist the young child construct a word from the anagram. Once the word had been constructed they could record the word at the designated location. The story could then be read and the word located Finding the word would give confirmation that the correct pre-designated additional add on vowel had been used (one down only four more to go) In the series of level one books that start with an anagram a parent could help there child to make, and then, record a word from the anagram appearing with the short story. Once that had been done they could attach the pre-designated additional add on vowel to the anagram, at the location indicated, once that had been done they could help the child to reconfigure all the letters and make a second, one letter longer, word and record it. The story could then be read After reading the short story they would try to find the words that had been made. ( If more than one word can be made from either of these anagrams only one word per anagram will be used in the short story) Both series of books could be used on a repeated basis as the additional add on vowels can be removed and reused once the book has been completed These books could also have a plurality of pages with each short story for recording the words that can be made from the two Anagrams from each story, as in the anagram present series of books Fig I. ( and the single word that can be made from the scrambled letter series of books Fig 5) The anagram word recording pages could be a third or half the width of an A4 page and they could all be one on top of each other. They could be perforated along one edge, or glued with post-it like glue along one edge, thereby allowing the page to be removed without damaging the rest of the book Fig 3.Tke next person to use the book could remove this page prior to their use. * * * * * * * * *

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