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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