in African in African la langua guages es JENNY KATZ BRID - PowerPoint PPT Presentation

Ear arly ly grade ade LTSM TSM in African in African la langua guages es JENNY KATZ BRID IDGE GE Early y Grade e Read ading ing CoP 083 450 5050 083 450 5050 11 th 11 th September ember 2019 jenny jenny@molteno molteno.co .co.za .za

It encompasses all but one of South Africa’s indigenous African languages (Xitsonga – pfula ). vul a means ‘open’ in isiXhosa , isiZulu , isiNdebele , Siswati and Tshiven ḓ a (and ‘say’ in Xitsonga) bul a means ‘open’ in Setswana , Sesotho and Sepedi Children must open books to read and write, and open their minds to learning and knowledge.

The vast majority of early readers currently available in the African languages are directly translated from an original English source document. This leads to the creation of complex texts that are not commensurate with the learners’ level of reading. soccer ENGLISH ibhola likanobhutshuzwayo ISIZULU 1 word 6 letters 2 syllables 2 words 24 letters 10 syllables

Example of English basal reader text: The red fox a nd the big dog a re in the hut. The s a d rat a nd the f a t pig sit in the sun. Sight words (Dolch or Fry’s list) Decodable phonics (CVC patterning) the, and, are, in red, fox, big, dog, hut, sad, rat, fat, pig, sun Result of translation of this English text into isiXhosa: I ngc uka ebo mv u ne nj a e nk ulu zise ndl ini. I mp uku elusizi neh a gu e ty ebileyo zi gc a k a mele il a ng a . The deliberate selection of specific phonic structures become lost in translation It’s like writing an early English reader like this: The hungry hippopot a mus and the friendly gir a ffe live in the g a me reserve.

Whic hich te h text xt wou ould y ld you ou pr pref efer to er to rea ead d alou aloud? d? Am a xesh a Ony a k a Ut a t a usele nos a n a Ndihl a l a eRh a wutini. Ut a t a usele nos a n a . Us a n a luy a lil a . Ehlobo kushushu. Ehlobo ndinxib a iimp a hl a ezipholileyo. Ut a t a uy a d a nis a nos a n a . Ekwindl a kukho umoy a . Us a n a lus a lil a . Ekwindl a umoy a uy a ndityhiliz a . Ut a t a uculel a us a n a . Ebusik a kuy a b a nd a . Us a n a lus a lil a . Ebusik a ndinxib a iimp a hl a ezishushu Ut a t a unik a us a n a ipere. ndifudum a le. Us a n a lus a lil a . Entl a kohl a z a a kub a ndi kodw a Ut a t a unik a us a n a ubisi. a kushushu. Us a n a luyekile ukulil a . Entl a kohl a z a ndith a nd a ukubukel a Us a n a ludiniwe luy a l a l a … iinty a ty a mbo. not a t a udiniwe uy a l a l a ! Elon a xesh a ndilith a nd a k a khulu kusehlobo!

Story text translated from English into Story text written in isiXhosa – isiXhosa – no control over phonic structures control over phonic structures Am a xesh a Ony a k a Ut a t a usele nos a n a Ndi hl a l a e Rh a wutini. Ut a t a usele nos a n a . Us a n a luy a lil a . E hl obo ku sh u sh u. E hl obo nd i nx ib a iimp a hl a ezi ph olileyo. Ut a t a uy a d a nis a nos a n a . Us a n a lus a lil a . E kw i ndl a ku kh o umoy a . Ut a t a uculel a us a n a . E kw i ndl a umoy a uy a nd i tyh iliz a . Us a n a lus a lil a . Ebusik a kuy a b a nd a . Ut a t a unik a us a n a ipere. Ebusik a nd i nx ib a iimp a hl a ezi sh u sh u nd ifudum a le. Us a n a lus a lil a . Ut a t a unik a us a n a ubisi. E ntl a ko hl a z a a kub a nd i ko dw a a ku sh u sh u. Us a n a luyekile ukulil a . Us a n a ludiniwe luy a l a l a … E ntl a ko hl a z a nd i th a nd a ukubukel a iinty a ty a mb o. not a t a udiniwe uy a l a l a ! Elon a xe sh a nd ili th a nd a k a kh ulu kuse hl obo!

 Beginner readers should receive literacy instruction using easily decodable texts at their instructional reading level (Fountas & Pinnell 1996)  From a diagnostic perspective, a text in which a learner can read and comprehend 90% of the words easily is considered to be at that reader’s instructional reading level ; more difficult text is considered to be at the reader’s ‘frustration level’ and will require additional teacher support (Clay 1991)  In transparent orthographies, reading is typically taught using purely phonics-based approaches focusing on grapheme-phoneme correspondences (Aro & Wimmer 2003: 622)

VOCABU ABULARY LARY PHONICS SIGH GHT WORDS Display boards are used to help teachers frame and structure new language learning in the Foundation Phase classroom (examples in isiXhosa) WRITING

Correct ect reading ading skills ls and strate tegies gies ● PHONICS and DECODING SKILLS (knowing individual sounds) are important for learning to read in all languages, especially African languages: u b isi, i c awe, i d a d a, isi kw ere, i hl osi, i mv ubu, ndl u, ilo khw e ● SYLLABIFICATION SKILLS (dividing words into syllables) are important for learning to read in all Nguni languages: ba - le - ka, li - xe - sha, i - ncwa - di, i - si - lwa - na - ya - na ● PREFIX, INFIX, ROOT WORD and SUFFIX RECOGNITION is important for building fluency in all Nguni languages: ndi - ngu - Zinzi, u - titshala - kazi, asi - na - mazinyo, nase - sipilini

Sh Shor ort an t and d simp simple le whe hen n sta starting ting to l to lea earn n to r to rea ead Short, simple,  common words introduce the different sounds. Words are mostly  phonically regular, enabling learners to read them easily

SE SETS TSWAN WANA ENGLISH ENGLISH ISIZ ISIZUL ULU

Examp Example of le of isi isiZulu Zulu ph phon onic ic friez frieze e an and d flashc flashcar ard w d wor ords ds

The purpose of graded basal reading is for Methodology children to 1. Words are selected that contain specific practise their target sounds, e.g. g , f , mv , kh , tsh , ndl . decoding skills and to gain 2. The story is developed around these reading fluency . words. Each story:  is used to develop phonic decoding skills, whole word recognition (sight words), comprehension and vocabulary.  facilitates the acquisition of visual literacy skills  is followed by a comprehension activity.

Vula Bula Grade 1 and Grade 2 story titles and phonics programme Story title Phonics introduced Story title Phonics introduced b, a nc, th 1. Bala 17. Ncedani! h, i nz, sh 2. Hayi 18. Uphi uZinzi? v, u dl, nd 3. Vula vala 19. Sidlala undize c, o nk, ty 4. Coca 20. Sityiwe isonka k, e lw, ny 5. Baleka 21. Izinyo l, n mp, nj 6. Lala 22. Evenkileni yempahla s, z nq, ts 7. Zoba usike 23. Umnqathe omkhulukazi m, y gq, rh 8. Mamela 24. Ibali lobugqi g, j gc, nt 9. Jika 25. Gcinela ngomso p, r ch, kw 10. Umnikelo 26. Usuphu yelitye d, t qh, tsh 11. Utata usele nosana 27. Idabi lomoya nelanga f, q mv, ndl 12. Sebeza 28. Umvundla nofudu w, x kr, nw 13. Lelikabani eli vili? 29. Ingonyama nempuku hl, kh dw, sw, ntl 14. Ekhaya 30. Ukubhaka nomakhulu mb, ng ngq, nts 15. Uhambo 31. Edolophini bh, ph 32. UMzantsi Afrika ngowethu xh, zw 16. Yophukile ifestile

Receptive language is more advanced than reading knowledge at this time Reader Big ig Boo ook k stor story

Each story is followed by an after-reading activity . These activities are levelled and become more demanding as the learner progresses. Story 7 Zoba usike Story 1 Bala

Story 30 Ingonyama nempuku Story 22 Evenkileni yempahla

GRADE 3 A. Comprehension 1. Whose birthday is it? Each story is followed by: 2. How do you know that it is someone’s birthday • COMPREHENSION party? a) There are presents and balloons. QUESTIONS b) There is a cake with candles. c) Everyone sings the Happy Birthday song. • a LANGUAGE USAGE d) All of the above. activity 3. Why does Mama cut the cake into six slices? 4. Who was the first person to get a slice? • a WRITING ACTIVITY 5. What three parts of the cake does Lulu dream about eating? 6. Why wouldn’t Lulu share her cake with Bobby? a) Bobby has his own cake. b) Lulu wants to eat the whole slice herself. The activities link c) Dogs don’t like cake. to the Grade 3 CAPS. 7. Why did Mama give Bobby a dog biscuit instead of cake? In addition, the B. Language usage comprehension questions Write a list of adjectives (describing words) that tell are modelled on the type you about the cake. of questions asked in the C. Writing ANAs and in PIRLS. Write half a page about a special day in your life, for example a birthday party or Christmas Day or a relative’s wedding.

GRADE 3 story : Sidlala undize

Voc ocabu bular lary y de develop elopmen ment t is is cr cruc ucial ial

SE SEPE PEDI DI ISIZ ISIZUL ULU

is isiX iXhosa hosa poste poster isi isiXho Xhosa sa po poste ster Numbers  Days of the week Months of the year  Seasons  Weather

www.vulabula.co.za RESOUR OURCES CES AVAILABL ABLE E ON THE E WEBSITE SITE LANGU NGUAGES GES • Alphabet friezes - PHONICS • isiNdebele • Alphabet flashcard words - PHONICS • isiXhosa • • Phonic friezes - PHONICS isiZulu • • Phonic flashcard words - PHONICS Siswati • Graded readers - SCAFFOLDED READING PRACTICE • Sepedi • Big Books – RECEPTIVE WHOLE LANGUAGE • Sesotho • Vocabulary posters - VOCABULARY • Setswana • High frequency word lists - AUTOMATICITY • Tshivenḓa • Story anthologies – SCAFFOLDED READING PRACTICE • Xitsonga • Teacher booklets – BRINGING IT TOGETHER IN CAPS • English • Afrikaans  NGIYABONGA … ENKOSI … KE A LEBOHA … THANK YOU 