Materials Development

What kinds of traditional (oral) literature do you have in your language?

Choose and describe one story that you have read to your pupils.
Language Length Illustration Font Type
Number of pages Size and shape Small or big book

 Who will be reading the story? What topics are interesting to them? Why will I write this story? What will the story be about?

Write a short story for a five-year old child.

1. Ask if someone has a short story they can tell about something that happened to them as children in the village. It should take about 2 4 minutes. 2.Choose one to make into a written story. 3.The sentences can be no longer than 8 sentences. And every sentence should be pictureable.

Read the story. Are there parts you want to include in the story? Do you want to take anything away?

How can we make this a better story?

Cooperation among supporting agencies

Writing System

Supportive political environment Awareness Raising

A successful Program
Community Awareness & Involvement

Graded Reading materials

Relevant teaching & learning materials

Recruitment & training

Gradual reading materials that promote literacy in 2 languages

Stage 1 Stage 2 Stage 3 Stage 4

Materials for learning to read

Materials for gaining influence

Materials for bridging to another language

(L1 L2/L3)

Materials for lifelong learners

(L1)

(L1)

(L1/L2/L3)

Methods for Developing Reading Materials

Original materials can be created by people in the local community.

Materials written in another language can be translated into the local language and adapted to the local situation . Materials written in another language can be translated into the local language without adaptation.

Purpose
Help new readers discover that written literature has meaning and can be enjoyable and informative

Written by fluent L1 speakers familiar with the readers culture and life situations Written in the readers L1 using their everyday language Sentences are short and easy to read; vocabulary is not restricted Focus on familiar people, places and activities Text and pictures convey exactly the same message In Big Books and Poster Stories, special words, phrases and sentences may be used repeatedly throughout the book

Features

Formats
Small books Big Books or Poster Stories Games Calendars Alphabet picture books

Why make big books?

Teachers can assist children to learn

The nature of print, and its arrangement from left to right and top to bottom The need to leave spaces between words The convention of using a capital letter at the beginning of a sentence

The need to select the most appropriate words for particular points in the story The various aspects of punctuations Spelling The concept of writing as a process rather than a product.

ENRICH oral language Modelled reading Risk-free participation by the children in subsequent readings and discussions Meaningful teaching of skills within context

Topics
Stories, songs, poetry, information about the local culture and about familiar people and activities Health & other information relating to familiar topics For adults: info that is useful to them

Pictures
Appropriate to the readers age, culture and life situation Picture for each page describes exactly what the text says For small books and big books: 1 picture for each page

Length
Early Stage 1 books 4- 10 pages 1-2 short sentences per page Later Stage 1 books 8-12 pages 2-3 short sentences per page Other materials Depends on the type, purpose and content

Writing Creatively in the Mother Tongue

WHO will read this story and WHAT are their interests?
WHY am I writing this story?

WHAT do I want to communicate to the readers? WHAT will the story be about?

KISS Make the stories predictable. Use natural language. Use familiar names and places. Write for a specific person you know who represents the people who will read your text.

Use a variety of forms to communicate your thoughts. Stories that you make up from your imagination Personal experiences Legends/myths Songs/poems proverbs

Use a variety of forms to communicate your thoughts. Stories that you make up from your imagination Personal experiences Legends/myths Songs/poems proverbs

3. Come to the climax- the most important point- of the story.

2. Build the story so the reader wants to know what will happen next. 4. Finish the story soon after the climax.

1. Introduce the people and events in the story.

Editing
Content of the story
Will the intended audience be interested in this story? Will they understand the story? Do the parts of the story fit together well? Does the ending for with the rest of the story? Does it make sense?

Editing

Language
Is the language clear? Does the intended audience understand and use this kind of language in their daily lives? Are there any words/phrases/sentences that are NOT absolutely necessary to make the writing clear

Editing

Language
Are there any mistakes in the way sentences are written? Are there better or more interesting words that you can use? If the book is for new readers, are there easier words that you can use? Are there foreign words that can be removed and replaced with words from the local language?

Editing

Are there any spelling mistakes? Are there punctuation mistakes? Are there words missing? Are the letters clearly written? Are the lines straight?

Illustrating Why?
They help new readers understand the text. They help them predict what will come next in the text. They make the written

How many illustrations do we need?

One picture for each page of the text.

What kind of illustrations do we need?

show what is happening in the text about people, clothes, trees, plants, houses, etc., that are familiar to the

What kind of illustrations do we need?

People and objects should be complete figures. Should fill most of the space that is provided

Which illustration is more appropriate for a Stage 1 story about mother buying a chicken?

Preparing for Publication

Cover

Title

A picture that relates to the title of the book

Author Illustrator

Number of copies printed Publisher Language used Type of Book Date printed

Information Page

Title Page

Title
Author Illustrator Language used Date printed

Book size and shape

Margins
Plenty of space between the picture or text and the margins

xxxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxx.

2

Margins
Side stapled books need a larger left margin than centerstapled books

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2

Page Number

xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxx.

2

Illustration

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2 2 3

xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx.

2 2 3

Translation
Translate each page of the text and put the translation at the end of the book

Book and Print Features Consistent placement of print of page Print is large and clear, easy to understand Ample spacing between words so students can point with their finger

Content, Themes, Ideas

Familiar objects and actions Single idea throughout the book One character

Printed language reflects words used in oral conversations Commonly used sight words Repetitive sentence

Language & Literary Features

Letters/fonts

Size and shape Hand-written or typed By hand: write neatly and carefully

Binding

 Write & edit the Big Book story Put text and pictures onto A-3 paper in pencil (using guidelines)picture and

matching text go on separate pages. Include an inside title page.

Proofread; make corrections in pencil.

 Have someone else check content, language, spelling and handwriting. Make necessary corrections in pencil. Proofread one last time, make corrections Go over text and pictures using a black marking pen. Leave space

at the bottom of the page for page numbers.

 Make a small Guide Book to show you how the pages will be put together. Remember that picture

pages go on the left and text pages go on the right. Be sure to include the title page in your calculations.
When you are SURE that you have the pages correctly ordered, put double pages in order, according to the Guide Book; tape the double pages together. Make the cover (picture, title)

 Tape the cover page onto the cardboard cover. Tape around all the edges. Fasten front and back covers together, using masking tape and several layers of duct tape. Tape inside pages together (using Guide book to help you so that you dont take the wrong pages together.)

 Check the order of pages one last time. Then sew the inside pages to the covers. Tape over the string with final layer of duct tape.

Your challenge
Create a big book with a Stage 1 story in your own mother tongue. Make a compilation of the following in your own mother tongue that a Kindergarten child should know:
Songs Rhymes Short stories/legends/fables Chants Poems Riddles Common words (nouns, verbs, adjectives, greetings, etc)

 Email your outputs first week of June 2012

adjabines@gmail.com
Digitized your big book and email it , too for comments and suggestions before finally publishing and using it to your pupils.

Angelika D. Jabines National MTBMLE Trainer