She discovered six pupils who needed extra help and worked with them after school for an hour, using the same grocery items and giving time to practise identifying letters and words. Back at their seats she asked each one to read their list to a partner. Mrs Bakoru noticed that some pupils didn’t participate, so the next time they played, she asked every pupil to write down four words from the grocery ‘container’ before they returned to their usual seats. To encourage pupils to think critically, she sometimes asked questions about the design of the packaging and the messages in the advertising. Sometimes Mrs Bakoru invited each group to ask a word detective question. The ‘winner’ was the group that finished first with most correct answers. Mrs Bakoru discussed the answers with the whole class. Pupils compared individual answers and decided on a group answer. She asked pupils to write down numbers from 1 to 5 and then asked five questions (see Resource 3: Example questions to ask about a grocery item). ![]() Mrs Bakoru organised the class into nine groups of five and gave each group the same box, packet or tin. Her pupils’ favourite game is ‘word detective’. She brought these to school to use for reading and writing activities. Mrs Bakoru asked her neighbours for empty boxes, packets and tins. They are not very familiar with English but they recognise letters and some English words on grocery packaging. Mrs Bakoru teaches English to 54 Primary 4 pupils in Koboko, Arua District. Nomsa is pleased to find that this helps the confidence and progress of these pupils. She prepares cards with pictures, letters and words to use in different ways with these pupils, either individually or in small groups, while the rest of the class are doing other activities. Some pupils find this difficult so she notes their names and the letters or words they have trouble with. Most importantly, she asks individual pupils to point out and read letters and words. Pupils say or sing them and perform actions to them (see Resource 2: Examples of songs and rhymes). She makes big print copies of Zulu rhymes or songs that they know well and also ones that she knows are particularly useful for teaching letter-sound recognition. Nomsa realises that pupils need a lot of practice to give them confidence in reading. She has found that prediction activities, in which pupils suggest what will happen next in the story, are useful and stimulating for her pupils. Nomsa reads storybooks to them, including some that she has written and illustrated herself because there are few books available in isiZulu.Īt the beginning of the year, she makes sure that all pupils understand how a book works – cover, title, illustrations, development of the story – because she knows that some of them have never held a book before starting school. Mrs Nomsa Dlamini teaches pupils to read and write in isiZulu in her Grade 1 class in Nkandla, South Africa. Remember to give pupils plenty of opportunities to talk about the story – the characters, what happened, how they feel about the story, etc. ![]() When you have finished, use the book for letter and word recognition activities in which you ask individual pupils to point to and read particular letters and words. While you are reading, stop to show them each picture and to ask what they think will happen next. So does shared reading, in which you read a big print storybook, with pictures, to your pupils. Songs and rhymes that pupils know well – and to which they can perform actions – help them to make these connections. Resource 1: What successful readers and writers need to know explains that pupils need to learn how to connect sounds and letters, letters and words, words and sentences. ![]() Learning to read and write is hard work! Because you want pupils to look forward to reading and writing lessons, it is very important that you make your classroom – and the activities that support learning to read and write – as stimulating as possible.
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