ELI201

LECTURE 3
A BALANCED READING PROGRAM IN PRACTISE

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 Something to think about…

The Power and Importance of...READING! | Luke Bakic |

TEDxYouth@TBSWarsaw – YouTube
 Before we start, let’s discuss
• Name any reading programs that you are familiar with.

• Have you seen these reading programs being implemented in a school

environment?

• Do you feel these programs were successful or not.

• Why do you say this?

 A balanced reading programme in practice.
The Naranca The Naranca literacy programme fits in
Elementary School in well with the requirements of CAPS.
the United States
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The school has implemented a reading
reading programme. programme which integrates the
language components and the
subjects.
elements:
➢ Core content. The programme takes two and a half
➢ Phonics and word study. hours per day and is implemented in all
➢ Sustained silent reading. classes in the school.
➢ Guided reading.
➢ Modelled writing. The programme takes the development
➢ Guided writing. level and needs of each grade into
➢ Independent work. account.
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 This component has 1 : Core Content
two legs: ➢ Learners study storybooks that are at their level.
▪ text with ➢ They need to understand what happens in the
literary content. story and to understand the elements of a story.
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➢ Graphic organisers are written on the board or flip
▪ informational
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text. ➢ Learners are guided and assisted according to
reading and comprehension level.
➢ Techniques:
▪ The teacher reads the story aloud.
➢ Simple text about the topic in a certain subject is ▪ The learner listens to the story on audio.
written on a flip chart or made visible for all ▪ Friends read the story together.
learners to read. ▪ Learners read the story in unison.
➢ It can be read out aloud by the teacher, the whole ▪ Learners read the story independently.
class or individual students. ➢ Learners are divided into small groups and
➢ Critical thinking skills are developed by asking discuss the text with reference to certain
learners to determine who, what, where, how and questions or problems.
why with reference to the information. ➢ They are guided to think and analyse.
➢ They must therefore read in a way that enables ➢ Word cards and organisers are used to highlight
them to discern specific information. aspects of content, interesting words and ideas
for discussion. (Page 120). 5
 2 : Phonics and Word Study
Attention is paid to
phonics and word
Strategies:
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➢ Use individual whiteboards.
➢ Small group instruction.
➢ Word wall.
➢ Magnetic letters.
➢ Learners point out where
sounds are formed.
➢ Word building in groups.
➢ Individual or paired word
building activities.

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 The book should be
3 : Reading aloud
above the learners’
reading level. Goals:
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Pay attention to the
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following: ➢ Learners learn to listen to good stories
and discern between stories they do
➢ Hold the book so that all learners can see. and don’t like.
➢ Ask questions while learners interpret pictures ➢ It shows how reading works.
and make predictions. ➢ It improves learners’ thinking and
➢ Interrupt the story to ask questions and focus listening skills.
attention on certain aspects. ➢ Teaches reading behaviour as teacher
➢ Point out incidental facts. models good reading in the way the
➢ Keep the learners focused on the meaning book is held, volume, tempo, pauses,
and message of the story. character voices, intonation,
➢ Allow small groups to discuss what will come interpretation.
next.
➢ Re-focus attention and continue reading.
➢ Guide learners to develop thinking and logic.
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 4 : Sustained silent reading
The aim here is to
➢ Learners choose books from the reading
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➢ Naranca programme suggests the 5-finger
test.
➢ Learners read the first page, if 5 mistakes
are made the book is too difficult and they
have to choose another.
➢ Learners reflect on their reading in a
written or verbal activity.
➢ Keep it interesting. Writing numerous book
reviews will lead to boredom and a loss of
interest.

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 5 : Guided reading
This is one of the
most important
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literacy programme. Learners pass through the
following reading levels in the
course of their reading
development:

▪ Emergent reader
▪ Beginner reader
▪ Early reader
▪ Fluent reader.

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The Naranca programme

uses story files as a point of
departure for the emergent
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reader.
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STEPS:

➢ The teacher talks about the

sentence she will write. She writes
the sentence under the picture
and learners read it with her.
➢ The sentence is written on a
sentence strip.
➢ The learners cut it up. It is placed
in a plastic envelope and then
jumbled up.
➢ Learners rearrange it in the correct
order.
➢ The whole class reads.
➢ Learners make their own story file.
See page 124 in text book for guidance.
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During the beginner and early reader

phase, the Naranca programme
introduces real books when learners
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know eight to ten high frequency
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words and most of the letter sounds.

STEPS:
➢ A word warm-up session takes 3 – 5 mins and includes word study and
phonics.
➢ Familiar books reading extracts from books that have been read previously.
➢ Book introduction of a new book. Teachers guide learners into the use of
difficult language structures, decoding difficult words and recognizing
punctuation
➢ Discussion and reading and writing connection to ensure that learners
understand the text. A writing activity linked to the reading must follow.
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The approach with the fluent

reader is that now it is no
longer about learning to read,
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but reading to learn.
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➢ Advanced reading strategies are applied.

➢ Learners read for understanding and fluency.
➢ They predict, deduce and discuss the text.
➢ They use graphic organisers to determine the who, what, where, when, how
and why of text.
➢ Intense assistance should be given to struggling readers.
➢ Learners read at their own level until they reach the required standard for
the grade.
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 The teacher models good 6 : Modelled writing
writing skills by explaining and
performing the writing
process. ➢ Demonstrate good sentence
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She writes what she construction.
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demonstrates and ensures ➢ Show learners how to write a good
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paragraph.
learners.
➢ Demonstrate how to use different
strategies for good paragraphs.
➢ Write a paragraph on the board and
point out elements of structure.
➢ Ask learners to substitute words and
sentences.
➢ Guide them to using conjunctions.
➢ Expand paragraphs using question
words who? when? what? where?
➢ The sentences are then rearranged to
find the best sequence.
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BY-NC

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Shared reading and writing.

A picture is put up on the board.
Learners help the teacher write
a story on A3 pages. They read
it together. The pages are
bound and the book is put in the
Reading Corner. Learners are
familiar with it and this builds
confidence when they read it
individually.
 This involves small group
activities where learners are
7 : Guided writing
lead to apply and practise
good writing skills. GRADE 2 or 3
The teacher directs the ➢ Emphasis is placed on editing
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and practised. ➢ They review their work and tick off
each aspect.
GRADE 1 ➢ Learners ask a friend to read the draft
➢ Introduce subject or topic. and make suggestions.
➢ Each learner dictates a sentence. ➢ In a group or class situation the
➢ The teacher draws a line for each word teacher asks a learner to read out
in the sentence. his/her work. Suggestions are invited.
➢ The learner writes the sentence placing ➢ Teacher invites learners to participate
a word on each line. in feedback.
➢ Guide leaners into using editing ➢ By working together and seeing how
techniques. the improved product unfolds, learners
➢ The teacher ‘publishes’ the learners get a good idea of how to improve on
work. written work.
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 Now learners work on their
8 : Independent work
own, with a friend or in small
groups. A variety of ➢ Apply punctuation marks to sentence strips.
activities is included such as Use pegs with selected punctuation marks to
https://pixabay.com/static/u reading, writing, listening mark correct place.
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a pointer and a friend reads along.
➢ Learners visit learning corners in the class
and read and discuss.
➢ Members of a group take turns to select a
riddle out of a box and read it peers.
➢ A group of learners get to listen to a story on
audio.
➢ Makes books and cards according to own
instruction.
➢ Make own word-building sliding strips.
➢ Learners post letters to one another in a
class post box.
➢ Learners pair off and find synonyms and
antonyms.

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 Note:
The aforementioned writing
activities are ideal to use for
workstations allowing learners
to rotate so that everyone
eventually visits all the
workstations. Activities can be
spread over a number of days or
weeks.
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 Practical Participation Activity: Jamboard
(Will be used for attendance)

• Click on the link to join Jamboard: I will place the link in the chat.

https://jamboard.google.com/d/1nnbpbOmfr7KnNFzBroJrhJ9mCTsRRy1QCNTV
JM7qx5U/viewer?f=0

• Answer the following questions on your Jamboard. Be as creative as possible (use

icons on the left of the page) and remember to add your name and student
number to your Jamboard. You will have 8 minutes to complete this then I will ask
a few students to provide feedback on their board.

1. How do you feel about the Naranca literacy programme.

2. What are the Pro’s and cons (if any) of this programme.

3. Would you implement a program like this in your class one day? Why or why not?
 ATTENTION!

Participation activity on Unit 4 on

Canvass.

Short Quiz

Closes the 19th of May

Reminder of Friday’s lecture!

It will be an Assignment
support session.
REFERENCES:

1. Department of Basic Education. South Africa. 2011. Curriculum and Assessment

Policy Statement (CAPS). Foundation Phase. English Home Language. Pretoria:
Government Printer.
2. Joubert, I. (ed.) 2015. Literacy in the Foundation Phase. 2nd revised edn. Pretoria:
van Schaik.