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Systematic Method for Reading Success

Teachers Manual Book 1 for Sepedi


January - June 2009

Developed by Dr. Sandra Hollingsworth Supported by The Molteno Institute of Language and Literacy

Contract 674-C-00-04-00032-00

Acknowledgements: Dr. Hollingsworth, the Department of Education in South Africa and the Molteno Institute would like to thank Dr. John Shefelbine, California State University, Sacramento and the Developmental Studies Center of Oakland, California for permission to use the basic concepts from Systematic Instruction in Phonemic Awareness, Phonics, and Sight Words (SIPPS).

Systematic Method for Reading Success

Teachers Manual Book 1 : Sepedi

Table of Contents 1) Program Progression Guide .................................................................................i 2) Instructional Guide, Lessons 1-10.........................................................................1 3) Phonemic Awareness for Lessons 11-15 ...............................................................7 4) Phonemic Awareness for Lessons 16-20 ...............................................................7 5) Phonemic Awareness for Lessons 21-25 ...............................................................8 6) Example of a Lesson Plan ....................................................................................9 7) Stories to Read Aloud.10

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Systematic Method for Reading Success


Teachers Manual Book 1
T= The teacher speaks S = The students speak 1. Reread a familiar text. for Sepedi

Lesson 1: For this lesson, you should write the childs first name (or whatever they are called) in the blank lines in their books. (Continue also for other lessons where the books have blank lines). Heres how to start on Day 1. Recreate Story 1 on the board or a chart before class starts.

Story I
Page 1) Story Title Sandra (name) (drawing of a book). [Sandras book.]* Page 2 Sandra (name) (drawing of a child reading) [Sandra is reading] Page 3 Sandra (drawing of a child happy) [Sandra is happy ! Why ? Because she can read.] *Bracketed sentences are not written on the board. They are for your use.

T: My name is Sandra (point to yourself) (point to the board where Sandra is written: Guess what ? These letters also spell my name, Sandra (run your finger under the word as you say it again and again Look to make sure all children are looking at the word). T : (Point at a child) Is your name Sandra ? S : No T : What is your name ? S : ----- T : (Repeat until the children begin to understand.) T : (Point to a child and to the word Sandra on the board. Does this say (name of a child ? S : No T : What does it say ? S: Sandra

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T : I have written your names on the front of your book (point to one to illustrate) What does this say ? S : ----- T : (if the child does not respond.) Whats your name ? S : ---- T : And this is how your name is written : -------. This says --------- (point to the child and then the text). What does this say ? S : ----- Now read Story 1 from the board or chart. (in this case, instead of the childrens names, write your own.) Point to each word/picture as you read it. You read one sentence, then have the children re-read the same sentence. Continue in that manner, pointing out the need to turn to page 2 and 3 until the end of the story. Ask the children why Sandra was happy.

Lesson 2 onward : Review the story with the children from the day before. Then have them read/reread while you monitor for approximately 5 minutes more.

2. Phonemic Awareness: This is the ability to know that words are made up of sounds. Children should learn to manipulate oral words in a playful manner. Refer to the Progression Guide for the phonemes to play with in each lesson. Students respond collectively to prevent any embarrassment if they make mistakes. Begin with the new sounds of the day :

T : Today we have some new sounds to play with. My turn. Say ba T : ba T : The first sounds is T. : /b/ T : The second sound is? T. aaaa T : Your turn. Say ba S. ba . T : The first sound is ? S ___/b/____ T : The second sound is? S : __aaaa___ T : Your turn. Say__ba___ S : ba T : The second sound is? S : __aaaa___ T : The first sound is ? S ___/b/____

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Now continue with the review sounds. No need to model, since the children should already know thse. Correction : If you hear an error, stop. Say my turn then give the correct pronunciation. Then your turn and the students respond collectively.

3. Phonics : The names and the sounds of letters. Refer to the Progression Guide for the letters/sound and words for each lesson. Refer to the alphabet chart to remember the diffrences between the names and sounds of the letters. Students respond collectively to prevent any embarrassment if they make mistakes. Write the new word first, then the review words underneath in one column on the board.

Begin with the new letter/sound of the day M : Class, today we have a new letter. It says _yyy_. M : My turn: this letter says___yyyy__. M : Your turn.: This letter says ____ (point to the letter on the board) ? S. yyy

Now continue with the review sounds. No need to model, since the children should already know thse.

T : Here are some letters and sounds youve learned before. [Point to letter.] Name ?. S : ________ Repeat the routine until most children get it !

Correction : If you hear an error, stop. T : My turn: this letter says___yyyy__. T : Your turn.: This letter says ____ (point to the letter on the board) ? S. yyy Continue until there are no more errors.

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4) Decodable Words Refer to the Progression Guide for the letters/sound and words for each lesson. Write the new word first, then the review words underneath in one column on the board. Dont separate the letters in the word. T : Today, class, we have a new word we can read by blending the sounds of the letters together to make a word. T : This word is ya . [Point] T : The first sound is yyyyy T. The second sound is aaaa .[Draw your finger until you want to stop the sound.] T. Slowly [draw fingers slowly under the letters] daaaaa T. Quickly ya T : The meaning of the word is are . T : Your turn . The sound of the first letter is ? [point to y] S. ya T : The sound of the second letter is ? S. aaaaa. T : Slowly [draw finger under letters] S : yyyyyyaaaaa T. Fast S : ya T : The meaning ? S are [accept any reasonable answers] Now continue with the review words. No need to model. Correction : If you hear an error, stop. Repeat the correction routine {my turn, your turn ]. For example, with the word ya , one or more student pronounces it yo : T : My turn. Sound ? ___yyyyy___ [draw your finger under the letter.] T : Sound ? ___aaaa___ T : Slowly. yyyyyyaaaaaa [Keep drawing across the board until you stop holding the sound.] T : Your turn . The sound of the first letter is ? [point to y] S. ya T : The sound of the second letter is ? S. aaaaa. T : Slowly [draw finger under letters] S : yyyyyyaaaaa T. Fast S : ya T : The meaning ? S are [accept any reasonable answers]

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5. Sight Words Refer to the Progression Guide for the syllables for each lesson. Point and move across under the word to indicate when to begin and end. ke ye

T: My turn. This word is ___ke____. T : The meaning is I. [point to yourself] [If it is a sight syllable and has no meaning on its on, say so. Say well put it with another sign to make a word in Step 6] T: Now your turn.. Read : S : ke T: Again, read! S : ke T : Meaning ? S : Students respond : I M : Accept all meanings that are correct, and briefly repeat them. Now continue with review syllables / words without modeling first. Correction : If you hear an error stop. For example, if you hear someone say me instead of ke , stop. T: My turn. The word is ke T, Again, ke [Remember to draw your finger under the word.] T : Your turn. read : S : ke T : again S : ke T : again S : ke T : Meaning? S:I

6. Teacher Read Aloud. This step is to build interest and enjoyment in reading, as well as building vocabulary and comprhension skills. First the teacher reads the entire story aloud with good expression.

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Then the teacher reads the story for a second time, this time stopping at the numbers to ask comprhension/vocabulary questions. Accept all reasonable responses.

Lesson 1: I can Read (title) My name is Sandra. I live with my mother. I always wanted to know how to read so that I can tell what the letters I see on buildings and boards in Port au Prince mean. But I didnt know how to read, and my mother could not teach me. i Well, today I went to school. My teacher taught me how to read! ii I will go home now and teach my mother to read. iii
1WhatisSandrasproblem?[Shecannotread.]intextquestion

1Whatsolvedtheproblem?[Shewenttoschool;herteachertaughthertoread]

intextquestion 1Whatwillhappennext?[Acceptanyreasonableanswer;forexample,Sandra willteachhermothertoread;hermotherwillbegoneandshellhavetowait untillater;hergrandmother(orothers)wanttolearntoreadtoo;sheteaches thewholevillage.]predictionquestion

7. Independent Reading In this step, youre using all the letters, decodable words, and sight words and sight words that youve taught in a story. Make sure that the story is on the board or on a chart before class starts. Explain what the pictures mean. Model reading sentence by sentence, with the children repeating after each sentence while you point to the words and pictures, Now have the students read and reread in mumble voices for the rest of the 10 minute period. You should monitor and assist. Dont scold ! Ask generic comprehension questions as you monitor to see if the students are understanding (Tell me about the story. Who were the main characters ? What happened ? What do you think will happen next ? If the student is reading a story thats too difficult (Reading less than 30 wpm and or poor comprhension), direct them back to a story they can read independently. Remember, success is the key ! Dont let them struggle through frustrating material. Tell them to take their books home and read to their families. Remember to bring them back tomorrow. ----------------------------------------------------------------------------------------------------------Lessons 11-15 : 1/15/10 Page 6

These lessons are the same as 1-10, except that the phonemic awareness routines get more complex. T : My turn. T : say, ma T. How many sounds do you hear in the word ma ? T:2 T. The first sound is ? T. mmmmm T. The second sound is ? T. aaaaa T. When we put them together we get ? T. ma T : Your turn. Say ma S. ma T. How many sounds do you hear in the word ma ? S:2 T. The first sound is ? S. mmmmm T. The second sound is ? S. aaaaaa T. When we put them together we get ? S. ma Continue with review sounds. No need to model. ----------------------------------------------------------------------------------------------------------Lessons 16-20 T : My turn. Say ma T : ma T : Now say ma without the mmmm T: a T : Your turn, Say ma S : ma T : Now say ma without the mmmmm S : aaaaa T : My turn. Say ma T : ma T : Now say without the mmmm T : aaaa T : Your turn. Say ma S : ma Continue with review sounds. No need to model.

Lessons 21-25

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T: My turn. Say ma! T : ma T : in place of the mmmmm, put ssssss T : sa T : Your turn. Say ma! S: ma T : in place of the mmmm, put ssss S : sa T: Your turn. Say sa! S : sa T : Instead of aaaaa, put iiiiii S : si T: Say si! S : si T : In the place of mmmmm, put /b/ S : ba Continue with review sounds. No need to model. Correction : If you hear an error, stop. Use the my turn, your turn routine until most of the children understand.

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