big books feb 2012

8/2/2019 Big Books Feb 2012

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MaterialsDevelopment
http://c/Users/Pas/Documents/files/sa%20tabng%20dagat.pub


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What kinds of traditional (oral)

literature do you have in your

language?


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Choose and describe one story that

you have read to your pupils.

Language

Length Number of pages

Illustration

FontSize and shape

Type Small or big book


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Read the story.

Are there parts youwant to include in the

story?

Do you want totake anything

away?


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How can we

make this abetter

story?


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A successful

Program

Writing

System

Graded

Reading

materials

Relevant

teaching &learning

materials

Recruitment

& trainingCommunity

Awareness &Involvement

AwarenessRaising

Supportive

politicalenvironment

Cooperation

amongsupporting

agencies


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Materialsfor learningto read

(L1)

Materialsfor gaininginfluence

(L1)

Stage 1 Stage 2

Materialsfor bridgingto anotherlanguage

(L1 L2/L3)

Stage 3

Materialsfor lifelonglearners

(L1/L2/L3)

Gradual reading materials that promote

literacy in 2 languages

Stage 4


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Methods forDeveloping ReadingMaterials


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Original materials can be created by people

in the local community.

Materials written in another language canbe translated into the local language andadapted to the local situation .

Materials written in another language canbe translated into the local languagewithout adaptation.


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Purpose

Help new readers discover

that written literature hasmeaning and can be

enjoyable and informative


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FeaturesWritten by fluent L1 speakers familiar with the

readers culture and life situationsWritten in the readers L1 using their everyday

language

Sentences are short and easy to read;vocabulary is not restricted

Focus on familiar people, places and activities

Text and pictures convey exactly the samemessage

In Big Books and Poster Stories, special words,

phrases and sentences may be used repeatedly

throughout the book


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Formats

Small booksBig Books or Poster Stories

GamesCalendars

Alphabet picture books


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Why make

big books?


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Teachers can assist children to learn

The nature of print, and its

arrangement from left to right and

top to bottom

The need to leave spaces betweenwords

The convention of using a capitalletter at the beginning of a sentence


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The need to select the most

appropriate words for particular

points in the story

The various aspects ofpunctuations

SpellingThe concept of writing as a

process rather than a product.


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ENRICH oral language

Modelled reading

Risk-free participation by the

children in subsequent readingsand discussions

Meaningful teaching of skillswithin context


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Topics

Stories, songs, poetry,information about the local

culture and about familiar peopleand activities

Health & other information

relating to familiar topics

For adults: info that is useful to

them


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Pictures

Appropriate to the readers age,culture and life situation

Picture for each page describes

exactly what the text says

For small books and big books:

1 picture for each page


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Length

Early Stage 1books

4- 10 pages1-2 short

sentences

per page

Later Stage1 books

8-12 pages2-3 short

sentences

per page

Othermaterials

Depends onthe type,

purpose and

content


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Writing Creatively

in the Mother Tongue


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WHO will read this story and

WHAT are their interests?

WHY am I writing this story?

WHAT do I want to

communicate to the readers?

WHAT will the story

be about?


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KISS

Make the stories predictable.

Use natural language.Use familiar names and places.

Write for a specific person you

know who represents the

people who will read your text.


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Use a variety of forms to

communicate your thoughts.

Stories that you make up fromyour imagination

Personal experiences

Legends/mythsSongs/poems

proverbs


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Use a variety of forms to

communicate your thoughts.

Stories that you make up fromyour imagination

Personal experiences

Legends/mythsSongs/poems

proverbs


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1. Introduce the people and events

in the story.

2. Build the story so the reader wants to

know what will happen next.

3. Come to the climax- the most

important point- of the story.

4. Finish the story soon

after the climax.


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Editing

Content of the storyWill the intended audience be

interested in this story?Will they understand the story?

Do the parts of the story fit together

well?Does the ending for with the rest

of the story? Does it make sense?

Editi


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Editing

Language

Is the language clear? Does the

intended audience understand and

use this kind of language in theirdaily lives?

Are there anywords/phrases/sentences that are

NOT absolutely necessary

to make the writing clear

Editi


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Editing

LanguageAre there any mistakes in the way

sentences are written?

Are there better or more interesting words

that you can use? If the book is for new

readers, are there easier words that you can

use?Are there foreign words that can be

removed and replaced with words

from the local language?

Editi


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Editing

Are there any spelling

mistakes?

Are there punctuation

mistakes?

Are there words missing?Are the letters clearly written?

Are the lines straight?


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Illustrating

Why?They help new readers

understand the text.They help them predict

what will come next in thetext.

They make the written


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How many illustrations do we

need?

One picture for

each page of the text.


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What kind of illustrations do we

need? show what is

happening in the text

about people,

clothes, trees, plants,

houses, etc., that are

familiar to the


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What kind of illustrations do we

need? People and objects

should be complete

figures.

Should fill most of

the space that is

provided


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Which illustration is more

appropriate for a Stage 1 story

about mother

buyinga chicken?


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Preparing forPublication


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Cover Title

AuthorIllustrator

A picture that

relates to the

title of the book


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InformationPage

Number ofcopies printed

Publisher

Language used

Type of Book

Date printed


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Title Page TitleAuthor

IllustratorLanguage used

Date printed


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Book size and shape


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Marginsxxxxxxxxxxxxxx

xxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxx.

2

Plenty of

space between

the picture ortext and the

margins


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Marginsxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxx.

2

Side stapledbooks need a

larger left margin

than center-stapled books


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PageNumber xxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxx.

2


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xxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxx.

32

Illustration

2


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322


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Translation Translate each page of the text

and put the translation at the

end of the book


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Consistent placement ofprint of page

Print is large and clear,easy to understand

Ample spacing between

words so students can point

with their finger

Book and Print Features


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Familiar objects and

actions

Single idea throughout

the book

One character

Content, Themes, Ideas


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Printed language reflects

words used in oral

conversations

Commonly used sight

words

Repetitive sentence

Language & Literary

Features


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Letters/fonts Size and shape

Hand-written or

typed

By hand: write neatly

and carefully


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Binding


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Write & edit the Big Book story

Put text and pictures onto A-3paper in pencil(usingguidelines)picture and

matching text go on separatepages. Include an inside titlepage.

Proofread; make corrections inpencil.


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Have someone else check content,language, spelling andhandwriting.

Make necessary corrections in

pencil. Proofread one last time,make corrections

Go over text and pictures using a

black marking pen. Leave spaceat the bottom of the page for

page numbers.


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Make a small Guide Book to showyou how the pages will be put

together. Remember that picturepages go on the left and text pagesgo on the right. Be sure to include the

title pagein your calculations. When you are SURE that you have the

pages correctly ordered, put double

pages in order, according to the GuideBook; tape the double pages together.

Make the cover (picture, title)


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Tape the cover page onto thecardboard cover. Tape aroundall the edges.

Fasten front and back covers

together, using masking tapeand several layers of duct tape.

Tape inside pages together

(using Guide book to help youso that you dont take the

wrong pages together.)


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Check the order of pagesone last time. Then sew theinside pages to the covers.

Tape over the string withfinal layer of duct tape.


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Your challenge

Create a big book with a Stage 1 story in your ownmother tongue.

Make a compilation of the following in your ownmother tongue that a Kindergarten child should know:

Songs

Rhymes

Short stories/legends/fables

Chants

Poems

Riddles

Common words (nouns, verbs, adjectives, greetings, etc)


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Email your outputs first week of June 2012

[email protected]

Digitized your big book and email it , too for

comments and suggestions before finally

publishing and using it to your pupils.
mailto:[email protected]:[email protected]


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Angelika D. JabinesNational MTBMLE Trainer