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Lugungu Transition-Primer-2Nd-Ed-Corrected Mwi ̱ze Tusome Lugungu Lwetu̱ Come, We Read Our Lugungu Lugungu Produced by: Lugungu Bible Translation & Literacy Association Buliisa, Uganda in co-operation with SIL International PO Box 750 Entebbe, Uganda Mwi̱ze Tusome Lugungu Lwetu̱ Come, We Read Our Lugungu Written by: Businge Makolome Robert Trial Edition, 2006 (300 copies). First Edition (Revised) October, 2006 (800 copies). Second Edition, June, 2016 (300 copies). Illustrations from: © International Illustrations, The Art of Reading 2.0, SIL International. Used with permission. © 2006, 2016 SIL International to spell words they don’t know how to spell as they want Ndagiiro gya Kitabbu to write them. The teacher can write those words on the board so others can see as well, and the learner can copy them. Bantu bakukira ha 40,000 mu Uganda, baba(a Lugungu 2. As learners :nish writing their stories, several niluli lukobo lwab̯u lunyakubabyala. Bagungu bakukira individual learners can read out loud what they have b̯unene beicala nagwa ha mitanda mya matemba geitaka written. Encourage them for writing well. Don’t lya mwi'ta N(i'ge. Bei'tu' kandi, bandi beicala hakyendi' wa kikonko nagwa magyenda Hoima na magyenda Masindi. worry at the moment about correcting mistakes. Mu b̯uhangwa b̯wab̯u, Bagungu beicala bahi'i'gi', balobi', Editing of all stories can be done at the end of the kandi bali'mi'. Bagungu bali'i'sya nte mu b̯unene, kandi de, Transition Primer. nibasuub>ura na bantu ba ndimi (i'bahereeri'. Aitabbu kiki, baaki'handi'i'ki'ri' nibagyendeera ki'koreseb̯we mu bitebe bya beegi' beegi'ri' kusoma na Note: Stories can be saved and when the Transition kuhandiika mu ndimi (indi nka LuBungu, ,u'nyoro- Primer is finished, the learners themselves can go ,u'tooro, Luganda na Lu'swahi'ri'. Aitabbu kiki kili kya back and edit their own stories which they have ku'koonyera Bagungu kwega kusoma na kuhandiika lukobo written from the beginning lessons. This will show lwab̯u. Nahab̯waki'kyo, kiki kitabbu ki'kwi'(a ku'koonyera them how much they have learned and how much their writing skills have improved. Teachers can basiga(i, bahala na bantu bahandu' basomu', kwega assist with a final editing. kusoma nakuhandiika mu Lugungu. B>uli isomo li'kwi'(a kwetaagi'syanga saaha nka gi'mwei', ku'lyegesya nakulisoma. Mu b̯uli isomo, hakwi'(a kubbangamu kwega kusoma kurungi bihanuuro bya Lugungu, ku'geryaho ku'honderani'a kurungi nyuguta mu bigambu bya Lugungu, nakwega kuhandiika bihanuuro bya Lugungu. B>uli isomo li'kwi'(a kutanga hoi' maani gaalyo ha nyuguta gisangwa mu Lugungu lusa. Bagungu bakwi'(a kweganga kusoma nakuhandiika kurungi mu Lugungu, boobo bakwi'(a kubbanga nibakusobora kutendekwa, mwa kudwa ha lulengu lwa kwegesya bandi, kusoma nakuhandiika mu Lugungu kurungi. LUBITLA 58 Preface D. WRITE: A Group Story (Do this activity for lessons 1 -9 only.) Purpose: To show the process of writing as a group and to The Lugungu language is spoken as mother tongue by increase speed in reading. more than 40,000 people in Uganda. The Bagungu Time: 20-05 minutes primarily live along the North-East shores of Lake Albert with some also in areas above the escarpment towards 1. Eet the learners really thinking about the keyword or Hoima and Masindi. Traditionally hunters, :shermen and topic of the story and somehow actively involved so cultivators, they now keep many cattle and are engaged they can think up a good story. Perhaps go outside and in trade with neighbouring people. experience the keyword/topic, or do a drama, or have a discussion, or bring the topic physically to the This primer is designed to be used in transition classroom to touch or eat or feel, or somehow literacy classes to help Bagungu learn to read and write emotionally experience the keyword/topic. their mother tongue. This is a Transition Primer targeting 2. The learners need to think up a good story together the Bagungu people who already know how to read in /rather short) and tell it to the teacher who writes the other languages such as English, Lunyoro-,utooro, Luganda and Swahili. This book will assist these group story on the board. The teacher should say each educated youth and adults in learning how to read and word as it is written. write in the Lugungu language. 0. 3ollow the GStep by Step ,eading Process’ /see the box on the previous page) and learn to Cuently read the Each lesson takes approximately 1 hour to teach and story. learn. The activities of each lesson include learning to 4. ptional: Have the learners practice writing the read Lugungu stories Cuently, practice spelling Lugungu words accurately and learning to write Lugungu language by copying the Experience Story in their stories. Each lesson will focus on a letter which is uniDue exercise books. The teacher can check that the story to the Lugungu alphabet. There is a Teacher’s Euide at has been copied accurately. the back of this book to assist those who would like to teach other Bagungu people to read and write their E. WRITE: An Individual Story (Begin this activity language. at lesson 10.) Bagungu people who learn to read and write well in Purpose: To practice writing the language as individuals. Lugungu can then be trained to be Duali:ed to teach Time: 20-00 minutes others to become Cuent in reading and writing Lugungu. 1. Have the learners think up and write a short story of LUBITLA their very own about the keyword/topic. r they can write about whatever they are interested in writing /e.g. a letter1 . Encourage learners to ask how 57 Read and write focusing on stories: C. READ: Story Purpose: To increase speed and good expression in reading. Time: 10-15 minutes 1. 3ollow the GStep by Step ,eading Process’ /in the box below1 and teach the learners how to read the Story. If you choose to write the story on the board to learn as a group together at :rst, use a stick or pointer as you follow the words so everybody can see the story easily. Always read at normal speaking speed. Step By Step Reading Process 1.The teacher reads the story 1 time at normal speaking speed. 2.The teacher and everybody reads together (like one voice!) several times as the teacher (or individual learners) track with a pointer or their finger. 3.Two or three Individual learners take turns reading by themselves. 4.The teacher and everybody reads together again 2 times at normal speaking speed. 2. ptional: After reading the story, the teacher can ask comprehension Duestions about the story. The learners should take turns answering. 5. 1 briey any rules associated with it. NYUGUTA ZA LUGUNGU 2. The teacher should :rst read alone the key word, break and build part. Then have the learners read together (upper case or capital letters) with the teacher Bust once. 0. ptional: Allow learners to think of a few other words A AA B B̯ BB C D E EE with the key letter sound. Write them on the board as the learners call them out. F G H I II I̱ I̱I̱ J K L 4. Let the learners read the built words silently by themselves and then read them together as a group 2 or 0 times. Correct as necessary. M N NGH NY O OO P R S T U UU U̱ U̱U̱ V W Y Z B. WRITE: Spelling Practice Purpose: To practice spelling mother-tongue words accurately and correctly. Time: 10-20 minutes NYUGUTA ZI̱DOOLI̱ 1. Learners should close their books for this activity. 2. The teacher can dictate spelling words /as well as some (lower case or small letters) of the built words1 for the learners to practice writing. Practice spelling all the spelling words for each lesson. a aa b b̯ bb c d e ee Say each spelling word, and then use it in a sentence so learners can know clearly the word to spell /this is f g h i ii i̱ i̱i̱ j k l especially necessary for words that sound like others wordsL1 0. After learners have had time to spell the dictated words, m n ngh ny o oo p the teacher or learners should write the correct spelling of each word on the board. Learners should make any r s t u uu u̱ u̱u̱ v w y z corrections necessary, correctly rewriting words 0 times which they mispelt. 4. The teacher should walk around the room to double check that the learners have correctly spelled all the words and corrected any mistakes. 2 55 NYUGUTA ZAATU̱LI̱ Teacher’s Guide : /Consonants1 How to teach your Transition Primer B B> BB C D 3 E H 6 A L M Goal : To develop literate readers into reading the mother tongue Cuently with good word attack skills; to N NEH NI P , S T V W I K develop literates into writing the mother tongue creatively with good spelling skills. Items needed for a Transition Class : Transition primers Blackboard and pointer Chalk and a duster Exercise books and pens or pencils A register MPU̱U̱NI̱SYA Ideas for Transition Class target groups: /Vowels1 /a1 only educated people who have passed at least Primary 5; /b1 upper primary school students; /c1 church youth and A AA E EE I II I' I'I' adults; /d1 educated neighbors; /e) women’s groups; /f1 no semi-literate people! – these would do best to go through a basic primer Duickly. U UU U' U'U' Read & write focusing on letters and words: A. READ: Letters & words Purpose: To practice reading words which have not been seen in print before.
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