Bannatyne System
by Alexander and Maryl Bannatyne
Reading, writing, spelling and language programme
SPELADD are pleased to be able to offer the complete Bannatyne System. Written by a New Zealander, the System is a complete, comprehensive, integrated programme. The System uses a linguistic-based method of teaching reading, writing, spelling and language and does not use sight words, or word frequency lists.
The Authors – Dr. Alexander Bannatyne PhD attended Auckland Teachers College and University, University of London and the Dyslexia Centre London. He was Associate Professor at the Institute for Research on Exceptional Children at Illinois University and a Director of the Learning Disabilities Research Project. He established a Learning Centre in Miami and in 1976 was appointed full Professor of Special Education at Mississippi University. He has been editor of both the “Journal of Learning Disabilities” and “Academic Therapy”. Maryl was a speech/language therapist and teacher.
The System – is centred around a series of 13 workbooks and accompanying teacher guides.
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Student workbook |
Content covered |
Teacher Guide |
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Jewel Series – Consonants intensive and short vowels introduced |
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t, o, p, i, l, a |
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s, n, b, c, r |
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u, h, e, m, j |
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g, y, k, x, f |
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d, v, w, z, q, u |
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Ships * see below for more information on content |
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short vowels (intensive) |
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long vowels (intensive) |
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Other vowel combinations |
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Planets * see below for more information on content |
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Other vowel combinations |
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Multisensory – The System includes training in listening skills, articulation skills, visual/spatial skills, motor/kinaesthetic skills, eye-movement training, fluency and speed reading.
Research Based – The System is soundly based in extensive research which has been published “Language, Reading and Learning Disabilities” and “Reading an Auditory Vocal Process”.
Flexible – The System is very flexible and is suitable for students of any age, can be used with individuals, groups or classes and is cross-cultural. It is self-pacing and easily adapted to individual learning and teaching styles and various lesson lengths and frequency. Students are able to enter the System at several entry points depending on their ability.
Humour – Although at first glance the workbooks look very formal, student progress increases when a lively fun approach is taken. A zany sense of humour is evident throughout the System particularly in illustrations, cartoons and stories.
Stress Free Learning – a unique feature of the System is that nothing is ever used in activities until it has been thoroughly taught. Everything is taught in attainable “bits” and students experience steady success. Continued success is a powerful motivator and promotes relaxed concentration. The layout and cycling of lesson activities give students a sense of security.
Colour – can be used as a powerful tool to aid memory. Colour coding vowels is optional in the System but very highly recommended. It is very popular with students and facilitates learning of irregular vowel spellings. Students using colour have vowel-to-sound memory links firmly reinforced and usually progress more rapidly. Coloured vowels written with pencils or pens provide for written sound, a technique unique to the Bannatyne System. Complete sets of coloured pencils can be purchased here.
Review – and overlearning are built into the System. Always work at the student’s own pace. Teach each lesson thoroughly in its correct sequence and give it the time it needs to be learned well.
Overview – The charts in the front of the “Ships and Planets Teacher Guide” show where each element of the language is taught. The System is very thorough, and tutors can feel secure that nothing is missed out.
Games – numerous games are included workbook activities including Word Tic Tac Toe, Secret Codes, Unscramble Game, Crossword Puzzles, Dot Game, and Name It Game. While they are strong motivators these games demand high student involvement and reading, writing, spelling and language comprehension.
Comprehension – A full teaching of comprehension in all its forms occurs at every step of the way throughout the Bannatyne System. The meanings of all vocabulary words are first orally discussed.
*Ships and Planets Workbook content
6 – Galleon – short vowels (intensive)
Copper Section
- Possessive case (apostrophe ‘S’ only)
- Nouns
- Simple sentences
- Exclamation mark
- Checklist
Pink section
- Doubling the consonant on three-letter words before adding “-ing”
- Two syllable words
- Verbs
- Review of query (question mark)
- Checklist
Azure Section
- Conjunction “and”
- Plurals with “-s”
- Checklist
Pumpkin Section
- Silent “e” grapheme
- Verbs dropping silent “e” and adding “-ing”
- Special grapheme – invisible “w”
- Plural silent “e” words with “es”
- New grapheme “t” and chunk “-tion”
- Checklist
Yellow Section
- Past tense verbs with “-ed”
- Suffix word endings “-le” and “-led”
- Silent “h”
- Speech marks introduced
- Three syllable words
- Checklist
7 – Cutter – long vowels (intensive)
Green Section
- New consonant phoneme/grapheme “ch”
- A compound sentence and its parts (reading for meaning)
- Further review of three syllable words
- More past tense verbs with “-ed”
- Checklist
Blue Section
- New consonant phoneme/grapheme, silent “w”
- New consonant phoneme/grapheme, soft “c”
- Review of special grapheme – invisible “w”
- Review both query (question mark) and exclamation mark
- More review of past tense with “-ed”
- Checklist
Lime Section
- Spelling: past tense of “-y” verbs as “-ied”
- New consonant phoneme/grapheme, soft “g”
- Split vowels
- Grapheme silent “u”
- More practice with compound sentences
- “I” – first person
- Checklist
Purple Section
- Plurals by adding “-es” to “-ch, -ss, -sh, -zz” endings
- Speech marks review
- Review of soft “c” and soft “g”
- Checklist
8 – Schooner – long vowels completed and other sound combinations
Gray Section
- Silent “o”
- A review of longer compound sentence and its parts (reading for meaning)
- Words ending in the suffix “-ly”
- Review of verbs dropping “-e” and adding “-ing”
- Checklist
Fawn Section
- Silent “I”
- Silent “k”
- Adjectives
- Checklist
Brown Section
- Silent “b”
- Compound words
- Review of adjectives
- Checklist
Bushy Section
- Plural nouns the same as their singular; also some collective nouns
- Series of words with commas
- Another review of adjectives
- Checklist
9 – Clipper – Long vowels continued
Rose Section
- Four syllable words
- Review silent “h”
- Pronouns (it, she, her, them)
- Checklist
Scarlet Section
- Prepositions
- Articles
- Checklist
Royal
- Silent “t” grapheme
- Conversation words
- Review compound words
- Checklist
Puce Section
- Phoneme/grapheme “s” as/sh/
- A review of longer compound sentence and its parts (for meaning)
- Adverbs
- Checklist
10 – Jupiter
Copper Section
- Consonant phoneme/grapheme “ph” and blend “sph-“
- Stories with topic paragraphs (reading for meaning)
- Checklist
Pink Section
- Vowel phoneme/grapheme “y”. Also synonyms
- Vowel phoneme/grapheme “e”
- Nouns (review)
- Checklist
Azure Section
- Verbs. Action words and helpers (auxiliary verbs)
- Checklist
Pumpkin Section
- Consonants phoneme/grapheme “-gh”
- Adjectives (review)
- Checklist
Yellow Section
- Vowel phoneme/grapheme “a”
- Vowel phoneme/grapheme “ei”
- Nouns (review)
- Checklist
11 – Venus
Green Section
- Split vowel suffixes
- Verbs (review)
- Checklist
Blue Section
- Contraction of some verbs with “not”
- Punctuation review
- Checklist
Lime Section
- Adjectives (review)
- Checklist
Purple Section
- Conjunctions “and” and “but” (review)
- Review of compound sentences (reading for meaning)
- Checklist
12 – Saturn
Gray Section
- Silent grapheme digraph “gh”
- Silent grapheme “g”
- Contraction of some more verbs preceded by “they”
- Checklist
Fawn Section
- Review of story with topic paragraphs (reading for meaning)
- Checklist
Brown Section
- Plurals (two special lessons)
- Checklist
Bushy Section
- Contractions “wouldn’t, couldn’t, shouldn’t”
- Silent grapheme (g” (initial)
- Checklist
13 – Neptune
Rose Section
- Silent “o” (surgeon)
- Contractions “won’t” and “wouldn’t”
- Past tense verbs ending in “-ied” (carried)
- Checklist
Scarlet Section
- Silent n (autumn)
- Contractions “can’t” and “aren’t”
- Pronouns
- Checklist
Royal Section
- Split vowels (review and additional examples)
- Checklist
Puce
- Any review (especially punctuation, plurals)
- Checklist