Tag Archives: letter-sounds

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I M A G I N E their future!

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sounselwjan13-4

Counterpane’s Early Literacy Workshop is FREE to families in the community with infants/toddlers 0-36 months. Parents are introduced to the Souns program, play with their children, and share experiences with Souns and parenting.

This week’s meeting began at 9:30 A.M. and included a portion of a NAMTA video on the toddler community in the Montessori environment. The purpose was to discuss ways parents can support a child’s independence at home. Letting a toddler pour his own juice or remove eggs from a carton may result in a spill or a clean-up opportunity – a small price to pay for the self-worth attained by being allowed to do it him/herself. Provide the time, space, and conditions required for a little person to learn, “I can do it myself!” It may not come as words, but as a huge smile on that tiny face.

Our meetings have the added joy of Counterpane Interact Club students volunteering to engage with the little ones using Souns. We are enriching young lives and building parents of tomorrow.

The next meeting is Friday, February 8th, at 9:30 in the morning in Counterpane’s Souns room. We have a few openings, so share the idea, consider the possibilities, and email if you have interest in joining us or initiating a Souns Early Literacy Workshop, email souns@counterpane.org.

Here is a link of interest:

https://www.facebook.com/photo.php?pid=14758090&l=100a7fc5f2&id=35198465762

A must read for parents: Children the Challenge by Rudolf Dreikurs

sounselwjan13-1


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Interim Souns Report From Knysna, SA

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5 year olds building the word isele (frog) by listening to sounds.

In 2010 the first SOUNS kits (2 alphabets of lower case letters and training booklet written in English) were piloted at selected preschools affiliated to the Knysna Education Trust, supported by a matching grant from Rotary Districts 9350 (SA) and 6900 (USA).

In 2011 all 22 of the KET preschools received a SOUNS kit to share among its classes.  At this stage material in the local languages was prepared so that the teachers understood the methodology of the programme correctly, and a local DVD was produced to be used in the training. It was soon realised that there was a need for a Xhosa-speaking person in the field to make sure that the teachers were following the instructions and monitoring their learners’ progress correctly.  A person was appointed by KET to work in the field on all aspects of preschool education, which also included SOUNS. Towards the end of 2011, a generous grant was accessed from the DG Murray Trust, which enabled every teacher at the KET preschools to receive her own SOUNS kit for her own class.  The kits were made up with everything required to present SOUNS successfully, including a polar fleece mat for 8 children to sit around on the floor, and a file containing information about SOUNS in Xhosa and Afrikaans.

In 2012, the kits were distributed to every preschool teacher in KET preschools, and they were trained in the methodology of the programme.

At the same time, volunteers were brought in to monitor progress of learners in every class.  21 volunteers offered their services and one volunteer agreed to monitor 2 preschools that bordered each other.   17 of the original volunteers are still busy with the SOUNS programme (3 have accepted permanent employment, and 1 has gone to England for several months).  The volunteers monitor the progress of the learners (the teachers do the teaching), and guide and support the teachers in the field.  Every teacher reports that she enjoys the regular visits of the volunteer concerned, and the volunteers report that they feel welcome in the preschools. The teachers are proud to show off their learners’ progress to the volunteers when they come.

1.     EVIDENCE FROM Grade 1 TEACHERS:

A list of learners was compiled to try to track learners who had had SOUNS in 2010 and 2011 in KET preschools and Grade R classes, now in Grade 1, in 5 local township primary schools.  172 learners were identified during June 2012 and the following information was supplied by Grade 1 teachers with regard to their performance in literacy after 6 months in primary school:

91 (53%) good – excellent       52 (30%) average – satisfactory      29 (17%) weak                                     

2.     KET PRESCHOOLS SURVEY:

21 of the 22 KET preschools and 17 volunteers replied, in varying amounts of detail. One preschool is being rebuilt, and the teacher did not get her information to me because she was busy moving her preschool into temporary accommodation.  Information from both volunteers and teachers has usually been consistent.

3.  FACTORS THAT MUST BE CONSIDERED, AS GROUPS ARE NOT HOMOGENOUS:

3.1            Some classes consist of mixed ages and languages.  It is recommended that children learn SOUNS in their mother-tongue, in a group who speak the same language. However, there are foreigners from other parts of Africa in some of the classes.  One Child Welfare preschool has an Afrikaans-speaking teacher with Xhosa learners, and she is trying to teach them SOUNS in English!  None of them will go to an English primary school.  We have Xhosa learners in Sedgefield, with a Xhosa teacher, but the primary school there is only Afrikaans-medium at the moment. These are practical problems, and they will interfere with the children’s future educational development.

3.2            Most teachers report that absenteeism among their learners is a challenge.

3.3            Learners in township preschools come and go, joining and leaving classes throughout the year.

3.4            Individual teachers have had personal traumatic experiences, and this causes ups and downs in teaching. It is expected that the same has happened to some of the learners.

3.5            Some preschool facilities are extremely overcrowded.

4.   LEARNING AND TEACHING:

4.1            By August 2012 many of the older learners (Grade R) knew all the SOUNS of the alphabet, and could decode and encode many 4, 5 and 6-letter phonetic words.  The teachers have found “phonetic” a challenge, as the words they give their learners to build and decipher must be able to be sounded out with the individual sounds that the children have learnt, (e.g. ses, and sestig are phonetic, but not sestien).  Suitable word lists in Xhosa, Afrikaans and English have been compiled, and teachers still need guidance in selecting phonetic words for the learners to work with.

4.2            Teachers in the preschools have become more confident and capable as they have become more familiar with the programme, and the learners have more scope for experimentation.  Teachers have reported that they enjoy teaching SOUNS, the children look forward to it (“It is like play when we do SOUNS!”), and they are all proud of their progress.  Most parents are impressed, as are the volunteers, who speak highly of the programme (“This is a wonderful system, and I was amazed at the progress we saw.”)   In my own visits I have been impressed with the teachers’ attitudes, they have been patient, kind, calm and positive towards their learners, and have handled them all in a most loving way.

4.3            The languages that are used in KET preschools are mostly Afrikaans and Xhosa.  In Afrikaans, one can start with 2 and 3-letter words, e.g. om, and os, but the shortest Xhosa words are usually 4-letters, so the learners have to listen more attentively when forming their first words. In Xhosa there are also repetitive syllables, like mama, tata, sisi, which enable the learners to experience patterns in words.

 

5. GRADE R :

8 Xhosa classes, 9 Afrikaans classes, 3 Mixed Classes, 1 Has changed from Xhosa to English, 1 did not reply.

Time on SOUNS Letter Knowledge Building Words Reading Words
18 and 23 months      All 26                  5-6 letters 5-6 letters
16 months     All 26                                           5 letters, names  
13 months 13  4 letters   3 letters
13 months                 12  3-4 letters  
12 months                  All 26                                           4-6 letters  
11 months                  All 26                                          3 letters  
11 months                                                       15-all 26 3 letters  
9 months                     14 3 letters  
9 months                    10 3-4 letters  
8 months All 26                                           3 letters, names  
7 months                    24-all 26                                     4 letters, names  
7 months 20 3-4 letters  
7 months                    15   3-4 letters, names  
7 months                    13 6 letters, names  
7 months                    13 5 letters, names  
6 months 12-all 26  
5 months 12  

Some teachers have reported that their Grade R learners are also enjoying writing words (on paper, board, sand etc.) at this stage.

6.  4 and 5 Year old Classes :  5 Xhosa Classes, 8 Afrikaans classes , 1 did not reply.

Time on SOUNS Letter Knowledge Building Words Reading Words
14 Months 13 – 26 4 Letters
7 Months 26 4-5 Letters
7 Months 18 3 letters
7 Months 15
7 Months 10 3 letters
7 Months 10
7 Months 9 – 13 3 Letters
7 Months 4-13
7 Months 9 3 Letters
 Months 9 3 letters
7 Months 6
7 Months 7
5 Months 9

A teacher in this age range has reported that her learners recognise the word STOP. Another teacher sings a SOUNS song to her class.

7.  3-4 Year Old classes : 3 Xhosa Classes, 4 Afrikaans Classes, 1 mixed class.

Time on SOUNS Letter Knowledge Building Words Reading Words
7 Months 14 6 letters
7 Months 13
7 Months 12 – 26 3 letters
7 Months 10
7 Months 8 – 26 3 letters
7 Months 6
7 Months 6
7 Months 4-10

One teacher reports that her learners have started identifying letters that they have learnt at the beginnings of their names and other words.

8. Under 3’s : 6 Xhosa Classes, 4 Afrikaans Classes.

Time on SOUNS Letter Knowledge Building Words Reading Words
7 Months 13 – 26  
7 Months 12    
7 Months 10    
7 Months 7-14    
7 Months 6    
7 Months 4    
7 Months 4  
7 Months 4    
7 Months 3-11    
7 Months Babies Crawl around and handle them    

As was reported in June 2012, there is clearly a wide range of performance in all age groups.  This will depend on time spent on the programme, as well as many other factors within each preschool, teacher and child.  All ages have shown progress, and more teachers have reported starting word-building in the past 2 months.

CLOSING COMMENTS:  The closing comments from both volunteers and teachers who are participating in the programme speak for themselves.  The vast majority are VERY enthusiastic!

VOLUNTEERS: “This is a great system, and I am so impressed that children as young as 3 years are able to identify sounds confidently.  The teachers have impressed me.”

“The children and teachers enjoy ‘outside’ person taking an interest in their (pre)school. Consequently the visits have been most rewarding as one feels appreciated and the teachers don’t regard you as a threat.”

“The teachers are well organised and display a genuine care for their work and want the children to succeed with their project”.

“The teacher is very patient and encourages her children….She is structured and systematic with the children who are very small, and the children want to please her.”

“Holidays make a big gap in the learning. The teacher is enthusiastic and the children respond well.  This group has really improved this term.”

“The teacher applies the programme effectively and incorporates it in her daily teaching….She has wonderful results and I was amazed at the progress I saw every time I went back.  This programme is fantastic and it works!”

“The teacher works at the level of the children.  She is patient and prompts them when they hesitate.  She had a chart and asked them to place the SOUNS on the letters which were arranged in an alphabet….She makes everyone clap when they get something correct and prompts those who falter.  Very gentle but assertive.”

“Most of the group are quick, confident and ready to move on.  Their enjoyment is evident – they are a great credit to the teacher”.

TEACHERS:

Most of them say they enjoy teaching SOUNS.  The children “love” learning SOUNS and are “excited” about the programme. “They are curious about SOUNS”. “That is the pleasure, even to feel the SOUNS” “Kinders kan nie wag wanneer ons met die SOUNS begin nie”.

“They are very glad when they see the SOUNS, they say we are now ready to do our work”.

“The SOUNS are very important, especially for Grade R because SOUNS help them develop their thinking and language skills.”

“My children can read and write.  Their progress is good and has a big effect on children’s lives.”

“Four of my children have a hearing problem…” (Discovered through working with SOUNS).

“Parents appreciate the progress because their children can learn a few words.  They answer if you ask…” “They speak more clearly”. “Parents hear (listen?) when children talk or tell a story”.

One of the preschool teachers who also has an aftercare facility for older children, reports that those children’s spelling has improved as a result of them using SOUNS at her preschool.

“The programme makes things easy to manage…and developing children’s skills, knowing names, counting and numbers”.

“Children remember easily”. They “learn well and listen.”

“Children call out SOUNS at home”.

“Parents are proud.”  “SOUNS make children brilliant, not even at preschool, but at primary school also”.

When I teach them, they are free and listening”.  The little ones are “just playing with them and eat them.”

“The children go to the alphabet chart and say the SOUNS that they know. They will be the best generation.”

“Children ask for books and paper at home.”  “They respond to alphabets, and words on TV and magazines”.  “Children point to letters in shops and street names”.

SOUNS is a “fun way to learn”.  The children play on their own with SOUNS and become “clever”   each day.

A 3-year-old shows her Mom the S of Siyafunda on the way to preschool every day.

“Ouers is beindruk met SOUNS want dit gee ‘n hupstoot met die alfabet.”

“Die program help my baie met kinders wat skaam is.  Dit gee my ‘n kans om ‘n sterker band to bou en terselfde tyd leerders se developmental stage vas te stel.”

Two teachers do not know what their parents think – they have had no contact on this level.

Some teachers would like more training, and this need will be addressed soon.

One of our preschool principals has this to say: “Your motivation and inspiration are helping us here…..to prepare leaders and readers for the future of the world.”

KNYSNA EDUCATION TRUST 2012

(Watch for the final report in November.)

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Oh, those telling eyes!

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And the stories behind them…

They come in various sizes and attitudes – dressed, buttoned, tied, and tucked with hopeful fingers  – walking to school on barefoot paths. Children from the townships in South Africa live in extraordinarily challenging environments, yet they convert those challenges into creativity wrapped in endless smiles. Each has the raw potential given any child at birth. Every face confirms that potential, building a world out of whatever they have  – able to play and laugh and dream without limits. Their imaginations surpass their realities.

The appetite of the children I have encountered in the crèches and grade R classrooms to learn is heart rending and without agenda. Every moment, every bit of information is taken in with relish – smiles filled with I CAN DO THIS! The life given to a mark in the sand or on a chalkboard when it is from the hand of a child writing a word by sounding it himself or herself is magical. That spark slices right through the moment revealing eyes exploding with, “I AM ABLE!”  There is little that can match that look.

From preschool (left) to Grade 1 (below), Souns is working for these children. This Rotary literacy project between D6900 and D9400 is doing wonderful things for South Africa township children. One week of working with teachers and children from a range of crèches differ only in venue. Each opportunity was met with eager teachers and enthusiastic little people, ranging from 2 to 5 years of age. Most of the children referred to here began working with Souns last March. In those eight months they have beautifully achieved the target goals: letter-sound information for children to three; building words by listening to the sounds in spoken words for children who know their letter-sounds, usually four year olds; reading words for children five years plus. I can’t wait until our next visit in March.

Each of these children is a promising story unfolding, and the ability to write and read is a critical building block for their undiscovered dreams.

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One Leap For Literacy

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What can eight months do for literacy in a Head Start Center? Combine a furiously determined Center Director and a local Rotary Club and children will read! The Rotary Club of Thomasville, GA, and their local Head Start Center have joined in the work of literacy.

Nine classrooms – including three Early Start classrooms – began training in the Souns program in October of 2011. Several follow-up visits occurred between October and May to observe how the work was going. During the last week of school, each of the students age-appropriate to be graduating into local kindergartens were evaluated to see progress made. The results are below. It is not surprising that they reflected a direct link between those who followed the program and those who did not. The teacher is the magic that makes any program work.

This center has an abundance of remarkable teachers working with their children. After this year’s success, we expect all the teachers will see the value of this simple program for their children. It is understandably difficult to accept a program that is counterintuitive. We have been so steeped in teaching letter-names first, that the idea of teaching letter-sounds first causes resistance. Thanks to those teachers who stepped outside the box in Thomasville, children will read. The results are quite clear. Consider the data at this year’s end, when those little four year olds who are going into their second year with this program are evaluated.

We smile with tears in our eyes at what is happening in southwest Georgia. Determined people working together can make a difference. Thank you, Rotary!

Every – Yes, every – child will read.

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Every – Yes, Every!

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I am not suggesting anyone is underestimating a child’s abilities.

The word “every” has provoked what I perceive as a reader to be a toxic response.  Let me explain where I feel the misunderstanding began.

I said I didn’t really care for the word every because I include *Sally in the realm of every.  *Sally is a neighbor of ours.  She is 12 and does not speak purposefully. She is profound on the Autism Spectrum.  When I saw Souns used successfully on video with a young special needs child, I wondered if it would help her.

For a while, I went to her home almost daily, working 5 minutes a day using Souns.  I fumbled my way along, not really knowing what I was doing, but I wanted to see if it helped her.  I cannot imagine having a child who I cannot communicate with.  Her school only has letter names/ capital letters/ etc. on her IEP that she has shown little progress learning.

She learned to say the first 8 sounds using Souns!  Often, she repeated and a few times she offered the sound before I said it.  Her mother came to the training when Brenda was here and I’m hopeful she will continue to work with her.  I did record my voice saying each sound on a sound board since her mother is uncertain of some sounds as Spanish is her native language.

I did not know if I was getting anywhere, but her mother said I was.  She said I did what no speech therapist had done, “get her to say the sounds.”  She had never verbally produced some of these sounds before.  Will she read?  I don’t know.  I will not say no, but if there is a path to literacy for her, this is it. The symbol (Braille especially) drew her into “our” world.  She focused, made more eye contact, sat still, ticked less, etc. Now, if she made this kind of progress in a few months where schools have gotten virtually nowhere in years.  Communication boards did not help her communicate.  She never initiated anything.  Our goal is to get to a place where she can somehow communicate “hot” or “hurt.”  If she can say /h/ /o/ and /t/ maybe we can get to hot.

The point is, I’m not ready to rule *Sally out as a reader.  I prefer to avoid the use of absolutes, but I like Brenda, will not sit in front of a child and assume, that the child will never read.

And if there is a path to get there, it is Souns.  There is a lot of important work being done right now.

Questioning is fine but constructive responses are appreciated.

Perhaps this is where the 95% idea came from.  I’m not certain.  Once you have received Souns Training and sit with a child, you will understand the  potential.   It’s virtually impossible to have the understanding through a computer.

submitted by Della Palacios of  SensAble Learning, LLC

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The Writing On The Wall

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So THAT is how much fun a Souns kid can have? Meet Prince, and his marvelous mother Nikolai. Prince has had Souns since his mother and I met on TWITTER  and she ordered Souns materials (January 2011). The journey has been furiously fast moving and engaging. Within two weeks of  Nikolai seeing the impact Souns had on her young child, she was compelled to change every child’s life in Puerto Rico. She  spoke to everyone, trying to build a resource for getting Souns into the hands of the children in her community. Finally, a Rotarian from Rotary District 7000 heard of the effort and suddenly, a Matching Grant was in the making.

Where are we now with this vibrant mother and one little boy who loved his Souns? Mix such passion and commitment with Rotary and the world really does change. Currently, the Head Start program of San Juan Municipality is the recipient of a grant from The Rotary Foundation, a Matching Grant sought by Rotary Districts 6990 and 7000. One mom and the experiences of one little boy on a mission now impact 4000 children in Head Start. The ultimate goal is to change the world for children in all of Puerto Rico. That mission is not to be denied, at least not for Nikolai .

And what about the star of this story, our little Prince? Prince is now building words with Souns letters, writing words with his hands, and sounding out phonetic words in two languages. He is not even old enough to be in kindergarten. What do you think his world will be like as he enters school? He loves learning. He is curious and inspired. Family matters to children. Souns has powered a relationship with a family and their community and has spawned a future for 4001 children. Nikolai is taking that even a step further – surprise! She has written, published, and is traveling and speaking about the power of family. Ring the Alarm: The Hope of Black and Brown communities: A Zero to Five Parenting Guide for Low Income Black and Latino Caregivers.   Nikolai Pizarro (Author)  http://www.amazon.com/Ring-Alarm-Communities-Parenting-Caregivers/dp/1468146963

It started with a TWEET between @counterpane and @Be_Pure! It is now a major literacy project in Puerto Rico thanks to The Rotary Foundation and the support of Rotary Districts 6990 and 7000 (inspired by the dream of one very passionate mother and her child). Today’s communication tools combined with service-above-self organizations such as Rotary build amazing opportunities, linking minds, hearts, and purpose.

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Impromptu Moments!

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While playing in the sand at the beach, my 4-year-old daughter grabbed me and said,

“Look Mom, I made a sound.”

“Wonderful!  What sound did you make?”

“/w/,” she answered.
It’s the unprompted moments of demonstrated understanding that illustrate
the power of the Souns® for Literacy program.
Thank you,  Della of @sensablelearning in Apopka, Florida, for this entry!
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Even Start Family Literacy Program

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A school year has spun by so quickly since we began Souns with the Even Start Family Literacy Program in Georgia. Five counties participated, with one center in each. The centers ranged from childcare settings which met daily during the week to centers with once a month visits by families. Almost every site included home visits by Even Start teachers.

From my experience, the people involved in ESFLP are an inspiration and such a positive reflection on the efforts to build literacy in Georgia. Each site is unique in its style and population. I have delighted in the eagerness of a parent watching her four-year-old child demonstrate letter-sound knowledge while she, herself, was on her way to a classroom to study for the GED. She is determined her child will have a head start in school. A home visitor shared the success she was having with a family whose child was not succeeding in school because of reading issues. There are abundant anecdotes of how Souns made a difference for children and their families. One teacher bemoaned the fact that the Even Start Family Literacy Program did not have Souns until this year, saying it would have made a tremendous difference had they had it during previous years.

We also learned about the conditions that make it harder for Souns to succeed. Souns works best when a child has regular exposure to the program. Souns once a month does not give as positive results as Souns being taught each day. Home visits were successful where the family supported the program between visits. Children who miss many days of school are clearly in jeopardy of not progressing as well as their classmates who attend regularly. The teachers voiced this frustration many times, “The program works if the child is here.”

Souns is an early literacy program that teachers love and children love if we can get the teacher, the material, and the children together on a regular basis. An exceptional academic program and great teachers are two critical legs of a stool that will not stand without the third leg – the child, supported by their family. The issues that challenge families who qualify for Georgia’s Even Start Family Literacy Program are clearly issues that are not easily remedied by the best of intentions or the greatest of programs and teachers. We must find a way to intercept families earlier and in incidental ways that adapt to the needs and schedules of very determined parents with complicated daily lives. How can we reach the most predictable teacher for a child  – the parent – with the right information to build literacy at home? This hope I gained from this year. That is our goal, and I thank the Even Start Family Literacy Program for giving us such a clear direction for helping children. Every parent wants their child to read!

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Souns/Peace Corps – Seeds Sprouting!

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 Souns Approach to Learning Phonetic Sounds without Souns symbols.

This is the Souns program through the words of one Peace Corps volunteer as he is helping teachers around him build a more literate world for children in South Africa. He is introducing the Souns program across environments. Children will read in South Africa thanks to the collaborative effort of  the Peace Corps and Rotary Districts 9400/6900.


I.  Introduction

Children often have a difficulty with reading because they learn words through rote memory of high frequency words.  These children have difficulties when coming across unfamiliar words.  If children are exposed to individual phonetic sounds at an early age, such as the cretche age, they will be a more balanced reader, able to read with fluency and decode.

II.  An Approach

There is a program called Souns that utilizes hard plastic representations of phonetic sounds and a progression of phonetic sounds that allows a young child to learn high frequency sounds first.  The progression is as follows:

o  m  s  t  p  e  i  h  a  f  u  b  w  n  d  j  l  c  r  g

Learners are introduced to the first four sounds “o  m  s  t.”  Groups can be from 1-8 learners.  The preferred method is to be seated on the floor.  The teacher has the four sounds in a bag and pulls out one sound (the plastic representation of the sound) and says “o.”  The learners will repeat “o.”  Then the teacher goes from learner to learner, saying “o” and allowing each learner to touch and hold the sound.  After all learners have touched and said the “o” sound, lay the sound on the ground and repeat with “m” and then the rest of the four sounds.

After all 4 sounds have been introduced and laid on the ground in from of the learners, repeat the sound and give one to each child.  Now that each child is holding a sound, ask, “Can I have the “o”?”  The child with “o” will hand you the “o” and you will place the sound back in the bag.  Say “thank you” and ask for the “m” and so on until all the letters are in the bag.  Give each child a “high five” and say “thank you”.

III.  Notes on the Approach

Each session should last less than 15 minutes and done only once a day.  The sessions should focus on being fun and not dispensing of knowledge.

A teacher should never say “no.”  If a learner says a sound incorrectly, such as “o” when the sound is “m”, say, “This is “m,”” and continue with the session.  If a learner points at a sound, such as “m”, and says it incorrectly, say, “This is “m,”” and allow the child a chance to say it correctly.  If they continue to struggle, say “Good job,” make a note, and continue with the session.

It is important that each sound is not drawn out too much.  If the learners are learning “t”, make sure the learners say “t” once and not “t, t, t, t”.  If they are learning “s,” make sure they say “sss” and not “sss, sss, sss”.  This is because the child will soon be reading and they need to learn how the sound sounds naturally when read.

Never add vowel sounds to the end of consonant sounds.  If teaching “s”, it is never “sa” or “se” or “si”, it is “sss” and only “sss”.  This will help the child break words down and be able to learn other languages that do not follow the Bantu word formation of every syllable ending in a vowel.  “sa”, “se”, “si”, “so”, “su” is a helpful approach for reading intervention and can be done at a later stage, but it is not beneficial when a child is first learning phonetic sounds.

When showing the learners a sound, be sure to display the sound in a way that it is proper for the child viewing it.  This way they do not confuse the sound.  This is especially imperative when doing b, d, p, and q.

IV.  An Amended Approach for LEAP 5 and Local Cretche

Working with the plastic representations can be substituted by drawing with a stick in the dirt.

Each LEAP learner could work with a group of 4 or less.  I suggest 4 or less so the cretche learners receive equal exposure.  You can adjust this if need be, of course.  Here is a suggested process:

1.  The LEAP learner will take their group and a stick to their designated spot in the yard.  In this case, they will sit down in a line with students beside the teacher. Greet each student, ask a simple question, and say something to get them excited, such as, “Ready to have some fun?!”  Be sure the learners can each see the patch of dirt in front of them and the LEAP learner.

2.  They will go through the introduction process, as mentioned above, but instead of displaying a plastic representation of the sound, the teacher will slowly write the sound in the dirt in front of the learners.  Form the letter slowly, so the child is able to watch how the letter is formed.

3.  The LEAP will point to the representation of the sound drawn in the dirt and say it to each learner.  After saying it to one learner, allow the learner to attempt drawing the sound in the dirt also.  As noted under “Notes on the Approach,” be sure to not say “no”.  Just allow the learner to try their best and move along, keeping their excitement high.

4.  By the end, you should have 4 sounds drawn in the dirt, facing the learners.  Go through each sound saying, “Can someone touch the “o”?” and then erase after choosing one child to touch it and then move to the “m” and so on until all sounds are erased.

5.  Give each learner a sign of congratulation such as a “high five” and end the session.

V.  Resources

Please visit souns.org and read more about souns.  Then go to souns Resources on the left hand column.  Once on the souns Resources page, click on the souns Tracking Sheet and start one tracking sheet for each cretche learner that is kept track of by their LEAP learner.

                   *Mastered, shading in the whole box, should be filled in only when you draw the sound in the
dirt, and without any prompting or prior teaching that day, the individual cretche learner say the
correct sound.

VI.  Activities to Add to the Approach

If learners are having difficulties with sounds, it often helps to change your approach.  Here are a few suggestions to make learning even more fun:

1.  Get a marker or pen and lightly write the sound on the hand of each learner.  Be sure to write the same letter on the same part of the palm.  This will allow you to write four sounds (2 on top of each hand and two on the bottom of each hand).  Be sure to sit behind the learner and slowly write the sound, allowing them to see how the sound is formed.  After this, you can ask them to match their sound to their friends’ same sound.  It is a fun way for them to take their learning home and show their parents what they learned that day at school.

2.  As a review, draw each sound apart from each other in the yard.  Say a sound and have the group run to each sound, look at it, and shout it out.  This is a good way to get them excited about the sound and can even be done individually as a way of review.  Be sure to demonstrate first.

3.  Get large representations of sounds already learned and spread them out in your learning area.  Ask learners to find the different sounds on the paper and/or have them show you the sounds.  This will be a pivotal step in their understanding of how sounds connect to the world they live in.

4.  Once learners attain the first 8 sounds, it is a good time to create some words.  From the first 9 sounds, in Tshivenda, you can say the words mme, ita, sita, sema, and many more that I don’t know.  Say the word normally and then say it slowly, making sure the learner hears each individual sound.  Ask the learner what that word means and if you have a physical representation of the word, show it to the learners.  Allow the learner then to do say the word normally and then slowly.  Say it again together, pointing out the first sound, and then you or, if able, the child writes the sound in the dirt.  Do the same for the next sound.  When the entire word is written, sound out each sound and then say the word again normally.  Congratulate the learner and tell them they built a word.  This will be a big step for the learner and should be used only with sounds mastered.

VII.  Final Note

This is an easy concept that will be great for the LEAP learners to share with the cretche learners.  It will be most beneficial when mixed with reading of stories, singing of songs, and playing of games.

© 2012 by SounsⓇ All rights reserved. No part of this document may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of Souns.

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Birth To Three Institute in D.C.

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What invigorating conversations with beautiful, passionate people were enjoyed at BTT Institute, June 12-14. Souns is committed to making a difference in early literacy for children, and open hearts and like-minded educators at this event were like a stream running through it without end. Another wonderful BTT Institute, another year toward a better world for children learning to read and write.We learned and laughed together as we played being the child for a bit! It was a very good thing. (1066 and all that)