systematic method for reading success - teacher’s manual

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Systematic Method for

Reading Success

Teacher’s Manual

Book 1 for SepediJanuary - June 2009

Developed by

Dr. Sandra Hollingsworth

Supported by

The Molteno Institute of Language and Literacy



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 Teacher’s 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



6) Example of a Lesson Plan ....................................................................................9

7) Stories to Read Aloud…………………………………………………………………….10

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Systematic Method for Reading Success

Teacher’s Manual Book 1T= The teacher speaks for Sepedi

S = The students speak

1. Reread a familiar text.

Lesson 1:

For this lesson, you should write the child’s 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). Here’s how to start on Day 1.

Recreate Story 1 on the board or a chart before class starts.

Story IPage 1) Story Title

Sandra (name) (drawing of a book). [Sandra’s 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.) « What’s your name ? »

S : « ----«

T : « And this is how your name is written : -------. This says --------- (point to thechild and then the text). « What does this say ? »

S : « -----«

Now read Story 1 from the board or chart. (in this case, instead of the children’s

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 thèse.

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 différences 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 thèse.

T : Here are some letters and sounds you’ve 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.

y

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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. Don’t 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 : ‘yyyyyy‘aaaaa »

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. ‘yyyyyy’‘aaaaaa’ [Keep drawing across the board until you stopholding 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 : ‘yyyyyy‘aaaaa »

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.

yeke

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 we’ll 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 compréhension 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 compréhension/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 didn’t 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

1 What is Sandra’s problem? [She cannot read.] in text question

What solved the problem? [She went to school; her teacher taught her to read]1

in text question

1 What will happen next? [Accept any reasonable answer; for example, Sandra

will teach her mother to read; her mother will be gone and she’ll have to wait

until later; her grandmother (or others) want to learn to read too; she teaches

the whole village.] prediction question

7. Independent Reading

In this step, you’re using all the letters, decodable words, and sight words and sightwords that you’ve 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. Don’t scold !

• Ask generic comprehension questions as you monitor to see if the students areunderstanding (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 that’s too difficult (Reading less than 30 wpm

and or poor compréhension), direct them back to a story they can read

independently. Remember, success is the key ! Don’t 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 :

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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.

systematic method for reading success - teacher’s manual

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