https://whatsapp.com/channel/0029VacyWp52kNFk9c6opU3Z *THRASS METHODOLOGY APPLICATION IN THE CLASSROOM* *A good day to you all. Thank you for your question *How do I use the THRASS Methodology to teach Grade 1?* Below is an organized explanation of how you can apply the THRASS methodology to teaching Grade 1 reading: 1. Understanding THRASS Definition: THRASS stands for Teaching Handwriting, Reading, and Spelling Skills. It’s a comprehensive approach that goes beyond English—it’s integrated into the whole curriculum. In essence, THRASS builds on traditional teaching practices while incorporating proven new techniques. Purpose: The primary aim of THRASS is to address literacy challenges. (Note: Numeracy, though important, is considered secondary to literacy in this approach.) Phonetic Foundation: At the heart of THRASS is a systematic use of phonetics. Think of the THRASS chart as analogous to the periodic table in chemistry—with the International Phonetic Alphabet (IPA) serving as the foundational framework that organizes language sounds. 2. The Role of Language Proficiency Learners’ L1 Proficiency: When teaching a second or third language, it is assumed that learners are already proficient in their first language (L1) by the time they begin schooling (typically starting in ECD A at age 4). In Grade 1 (around 6 years old), pupils are expected to have a strong grasp of their mother tongue, including all its phonemes (the basic sounds). Teacher’s Proficiency: The teacher should be proficient in the pupils’ L1. If pupils come from different linguistic backgrounds, it is ideal for the teacher to be multilingual and knowledgeable about the phonics of each L1. 3. Applying THRASS in Grade 1 Language Macroskills: Teaching a language effectively involves developing five key skills: listening, speaking, reading, writing, and thinking. (In many contexts—such as in Zimbabwe—English serves as the second or third language for the majority of pupils.) Know Your Pupils’ L1: Begin by assessing your pupils’ skills in their mother tongue (hearing, speaking, reading, and writing). This understanding is crucial for building a bridge to the new language. Exposure to Language Sounds: Use songs and storytelling to immerse pupils in the sounds of the language, making learning both enjoyable and memorable. THRASS has 44 songs for this purpose. Concrete Associations: Link spoken language to concrete objects, pictures, and multimedia. This helps pupils make meaningful connections and enhances retention. The classroom, school and home environment should be equipped to facilitate foundational reading. *Introducing the Alphabets:* 1. The writing or orthographic alphabet. Introduce the 26-letter alphabet by name (not linking them to pictures). Utilize the THRASS Chart to first introduce lowercase letters and then uppercase letters. The 26 Alphabet does this quite well. (It is advisable to avoid using terms like “big” and “small” in referring Capital letters and lowercase letters to prevent confusion.) It still remains true that Capital letters are uppercase. Capital is the methodology's preferred terminology. 2. The Reading or Phonetic Alphabet The THRASS CHART has 2 sides: the consonant side with 24 phoneme boxes while the vowel side has 20 vowel boxes. To create an sound alphabet for English, you take the first keyword in each of the 44 phoneme boxes. I will post this one as well as the symbols extracted from the IPA. Refer to Session 2 of the MoPSE THRASS Manual (2024:20). 3. The L1 alphabet. Ensure you have copies of the phonic alphabets of the L1s of the pupils in your class. What you may regard as mistakes may simply be feeling the elephant from a different angle. Ndebele has 5 vowel phonemes and 54 consonant phonemes. Ndebele uses all the letters of the English/Latin alphabet. Shona has 5 vowel phonemes and over 50 consonant phonemes. The open secret of phonetic transcription lies here. Multisensory Learning: THRASS promotes a multisensory approach. Each lesson should integrate: Visual elements: Pictures and written words. Auditory elements: Pronounced phonemes. Kinesthetic elements: Writing the corresponding graphemes (letters). Building on Prior Exposure: It is generally assumed that pupils in Grade 1 have been exposed to oral English during early childhood (ECD A and B). If not, additional support will be needed to ensure they catch up. The 2-3-7 Rap: Letter Names: This rhythmic tool helps pupils master the names of the letters in the writing alphabet. Articulation Practice: It also supports the correct pronunciation of the 120 keywords, each linking a grapheme to one of the 44 phoneme boxes (which include 24 consonant phonemes and 20 vowel phonemes). Please note that THRASS uses a pronunciation scheme that may unsettle you. Take note of the difference *(ndipo panenya yacho ipapo).* Using the THRASS Chart: The chart serves as your roadmap. Any elements not on the chart are represented with an asterisk (*) and are part of what’s known as the GCA (Grapheme Catch-All). My 2nd book, *All Graphemes), approved by CDU addresses GCAs in a comprehensive manner. 4. Summary & Final Thoughts L1 Mastery: Ensure that pupils are champions in their mother tongue, with a strong grasp of local contexts—be it objects, people, jobs, or places. Engagement: Incorporate plenty of games, singing, and storytelling to make learning dynamic and fun. Phonetic Awareness: A good command of the IPA for English phonemes (24 consonant and 20 vowel sounds) is essential. Role Modeling: Remember, as a teacher, you are the role model. Your proficiency and enthusiasm set the tone for your pupils’ learning. I hope this refined explanation helps you confidently implement the THRASS methodology in your Grade 1 classroom. Please let me know if you need further details or clarification.