Republic of Zambia

Ministry of General Education

PRIMARY LITERACY PROGRAM

APPROACH TO TEACHING READING
IN LOCAL LANGUAGES

TEACHER’S HANDOUT

RTS Teacher Effectiveness (TE) Series # 3

 Republic of Zambia
Ministry of General Education

PRIMARY LITERACY PROGRAM

APPROACH TO TEACHING READING
IN LOCAL LANGUAGES

TEACHER’S HANDOUT

© 2014

RTS Teacher Effectiveness (TE) Series # 3

Contents
Preface ....................................................................................................................................ii
Acknowledgement: ........................................................................................................... iii
HANDOUT # 1 ......................................................................................................................... 1
Background to Teaching Reading Using the Primary Literacy Program (PLP) ... 1
HANDOUT # 2 ......................................................................................................................... 3
Primary Literacy Program: .................................................................................................. 3
HANDOUT # 3 ......................................................................................................................... 5
Primary Literacy Program ................................................................................................... 5
HANDOUT # 4 ......................................................................................................................... 7
HANDOUT # 6 ....................................................................................................................... 13
Conducting a Read Aloud .............................................................................................. 13
HANDOUT # 7 ....................................................................................................................... 16
Why We Write ....................................................................................................................... 16
HANDOUT # 8 ....................................................................................................................... 18
HANDOUT # 9 ....................................................................................................................... 20
Presenting a Lesson ............................................................................................................ 20
HANDOUT # 10..................................................................................................................... 22
How to Create Classroom Based Assessments .......................................................... 22
HANDOUT # 11: ................................................................................................................... 24
HANDOUT # 12..................................................................................................................... 25
What Writing at Different Stages .................................................................................... 25
HANDOUT # 13..................................................................................................................... 27
Writing Rubric ....................................................................................................................... 28
HANDOUT # 15: How to Make a Book with a Single Piece of Paper .................. 30
HANDOUT # 16..................................................................................................................... 31
READING CHECKLIST .......................................................................................................... 31
HANDOUT # 17: ................................................................................................................... 34
HANDOUT # 18: How Do I Use Flashcards with Kids? .............................................. 40
HANDOUT # 19: ................................................................................................................... 42
APPENDIX 1: Weekly Schedule for Teaching Letter Sounds.............................. 46

(i)
Preface

The Ministry of General Education (MOGE) attaches the highest importance to

Teacher Continuing Professional Development (CPD). The MOGE recognises that CPD
becomes effective if a conducive environment is created at the points of deliverly
which are zones. This is necessary for teachers to interact freely and share their
experiences. In order to meet this objective and successfully enable teahers to
acquire competencies for improving their teaching skills, the meetings need to be
guided so that they are focused. This is where documents such as the Facilitator’s
Manual and Teacher Handouts become significantly important to guide the process
of discussions.

The two documents; Facilitator’s Manual and Teacher Handouts are designed in such
a way that they provide guidance for schools and teachers on how to conduct
school-based in-house professional development activities to enhance early grade
reading. Enhancing early grade reading calls for interventions aimed at improving
learning in line with the revised curriculum and National Literacy Framework that
focuses on strengthening the five key components of reading: phonemic awareness,
phonics, fluency, vocabularly and comprehension.

The Facilitator’s Manual and Teacher’s Handout provide strategies that can be used
to support teachers during Teacher Group Meetings and other Continuing
Professional Development (CPD) activities focusing on teaching reading in institutions
of learning. The structure for using these handbooks is the School Program of In-service
for a Term (SPRINT) which is an existing system in the school structures for building the
capacity of teachers and strengthening their teaching skills. The School In-Service
Coordinatiors (ZICs), District Resource Centre Coordinators (DRCCs) and Teachers
leading Teacher Group Meetings (TGMs) will find these two documents valuable for
improving teaching reading in schools. The documents will also enable interaction
during TGMs.

The MOGE acknowledges the support given by USAID/Zambia Read to Succeed

Project to produce these support materials: Facilitator’s Manual and Teacher’s
Handout, which will enable MOGE to continue strengthening the Primary Literacy
Program (PLP) in schools and colleges so that the quality of education and in
particular, reading skills, are improved among learners in early grades. This is in line
with Governmemt aspirations that aim at ensuring that all children receive quality
education.

Cecilia N. Sakala (Mrs.)

Director, Standards and Curriculum
MINISTRY OF GENERAL EDUCATION

Page ii
Acknowledgement:
Acknowledgement is made for the dedication to the following for development of
this Teachers’ Handout Manual:-

Peter Kasaji Chief Curriculum Specialist, CDC, MESVTEE

Bostock Mwendende Principal Curriculum Specialist, CDC, MESVTEE
Francis K. Sampa DCOP/Teacher Development Adviser, USAID/Zambia
Read to Succeed Project
Carrie Lewis DCOP/ Teacher Development Adviser, Time To Learn
Project
Wiliam M. Kapambwe Performance Monitoring Adviser, USAID/Zambia Read To
Succeed Project
Patricia Luhana Literacy Coordinator, USAID/Time to Learn

Edited by:

Dr. Tassew Zewdie, Chief of Party, USAID/Zambia Read to Succeed Project

Dr. Lynn Evans, Consultant, Creative Associates International

Cover Design & Formatting:

Nephas Hindamu, Communication & Knowledge Management Specialist,
USAID/Zambia Read to Succeed Project

Page iii
HANDOUT # 1

Background to Teaching Reading Using the Primary Literacy

Program (PLP)
The Primary Literacy Program is based on the National Literacy Framework. The
National Literacy Framework focuses on preparing learners to read and write by
exposing them to skills building activities that promote good literacy habits, and these
habits are related to reading, writing, speaking and listening.
These domains are supported by five key competencies. These competencies are the
building blocks of good literacy skills and each of them should be a part of every
literacy lesson. The five key competencies are:
1. Phonemic Awareness,
2. Phonics,
3. Fluency,
4. Vocabulary,
5. Comprehension.

In order to prepare learners, the framework sets out expectation to develop

pre-reading and pre-writing skills to prepare learners. These skills include handwriting
and punctuation.

Pre-reading and Pre-writing skills

In the Primary Literacy Program, the first week of grade one term 1, will be dedicated
to pre-reading and pre-writing skills.

What are pre-reading and pre-writing skills?

Pre-reading skills not only prepare children to read, but also to write, listen and speak
with fluency. For example, teachers may teach:
 Sound Awareness – dog barking, thunder, drumming
 Conversational Skills – talking with others using complete sentences
 Visual Discrimination – identifying things that are alike and things that are
different
 Concepts of Print – where to start reading, what to do at the end of the line
(return,) etc, in addition to how to hold a book, how to open a book, turning
pages and how to store books.

Pre-writing skills prepare children to write. As with pre-reading skills, they also help
children develop fluency with listening, speaking and reading.

For example, teachers help learners to:

 Make shapes in the air
 Hold pencils
 Draw lines, shapes and patterns
 Draw pictures

The following training will take you through the steps necessary to improve literacy
instruction in the primary years.

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Notes:

From: E. Williams, Investigating Bilingual Literacy: Evidence from Malawi and Zambia,
Education Research Paper Number 24. March 1998, 99 pages,

Given the weak results of the current dominance of English in primary education in
Malawi and Zambia, it is certainly worth considering the advantages of teaching initial
literacy in the child's mother tongue, or at least a local language known to the child. (This
is, after all, what most countries in the world do, unless there are compelling reasons to
the contrary.) Among the reasons for promoting initial literacy in a local language are:

 If the example of Malawi is representative, local language literacy seems to be

more successfully taught than English literacy.

 Local language literacy may provide support for subsequent English literacy: at
the very least, it would have the logical advantage of children moving from the
known (their language) to the unknown (reading), rather than confronting two
unknowns (the English language and reading) simultaneously.

 Local language literacy is much more in harmony with the current "child-
centered" policy in education.

Furthermore, as this research shows, for these two countries, it is not the case that
competence in one language is gained at the expense of competence in another. If
that were so, the Zambian children should have scored much more highly than their
Malawian counterparts in English. There are also reasons of language status and prestige,
which we will not go into at this point, but which are nonetheless of importance.

A more radical suggestion than simply encouraging initial literacy in a local language,
would be for the local language to be used as the sole medium of instruction throughout
primary schooling, with English taught, but only as a subject, from year 3 onwards. This
would allow literacy skills to be established in the local language, and would also help
more children to understand what is going on in the classroom. It would also
acknowledge officially what is accepted in private, namely that a great deal of the
medium of instruction is in fact the local language - as one primary pupil in rural South
Africa put it, they had "no problem learning in English, because the teacher says it in
Xhosa." Many classrooms currently practice a type of linguistic schizophrenia, with
reading and writing being done in English, while speaking is in the local language.

…There might also be some people who would object that children would learn less at
primary school, if they did not learn in English: however, the reality for most pupils is that
the English language, far from being a bridge to knowledge, is in fact a barrier.

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HANDOUT # 2
Primary Literacy Program:
In this section, both facilitators and teachers can read through this information and
use it to improve training, teaching and learning. This information can be used as a
part of the training by doing a jigsaw.

Jigsaw: Break up the participants into five groups. Ask each group to read about one
of the competencies. Ask them to discuss the competency and what it means for the
classroom. After discussing each competency, each smaller group presents to the
larger group. They must present in their own words and cannot read the text as it
appears on the page.

I. Phonemic Awareness

Phonemic Awareness is the ability to “hear” sounds and manipulate them orally. This
is the ability to:
 Put sounds together
 Break words apart into sounds
 Identify rhyming words
 Identify similarities and differences in spoken words

II. Phonics

Phonics is the ability to put written letters and their sounds together. This is the ability
to:
 Recognize sounds when they are in written form
 Write the appropriate sounds using the letter/symbol

III. Fluency

Fluency refers to reading sentences with expression, accuracy and speed. Oral
reading fluency improves with a lot of practice as reading becomes automatic.
Therefore, a teacher needs to provide learners with time to practice reading stories.
Teachers are urged to use words learners can decode based on sounds that have
been introduced. Teachers can create stories in the local language and write them
(on carton boxes, manila paper or chalk board) for learners to practice reading.

Some ways to achieve fluency are to have:

 Learners read stories silently,

 Learners read with a partner,
 Teachers pair good readers with struggling readers.

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 IV. Vocabulary

Vocabulary is the ability to understand the meaning of words and use them orally and
in writing. Some ways that teachers can improve learners’ vocabulary are to:

 Explicitly teach new words

 Highlight new and more advanced words from Read Alouds and learner text
 Use a rich vocabulary during lessons
 Encourage learners to use new vocabulary when speaking and writing.

V. Comprehension

Comprehension is the ability to understand the meaning of what one reads or hears.
There are two types of comprehension:

Listening Comprehension: A learner can understand all or most of the vocabulary of

a passage that is read to them. They can infer information based on what they have
heard. They can summarize what they have heard and can connect what they have
heard to other stories/information that they have heard in the past. A teacher
accomplishes this by reading stories to learners. A teacher can ask questions before,
during and after the story. The learners listen to the story, ask and answer the
questions.

Reading Comprehension: A learner can understand what they read; they understand
most or all of the vocabulary they read. They can infer information based on what
they have read and they can summarize in their own words. Learners can ask and
answer questions based on what they have read. A teacher helps learners to increase
reading comprehension by providing opportunities for learners to talk about and write
about what they read.

VI. Writing

Independent Writing: Learners write sentences or stories according to their level of

ability. Learners write for a variety of purposes; writing letters, notices, lists, reports,
articles, etc., depending on their level. Teachers ask learners to write independently.
(Not copying from the teacher) and provide opportunities to practice writing on a
regular basis. Teachers show learners that there are many purposes for writing and ask
learners to practice the many varieties.

Handwriting: Learners practice forming letters – using the correct form, and writing
words – using spaces between words. They practice in their exercise books and on the
chalkboard. Teachers dedicate time (a few minutes a day) to asking learners to
practice handwriting.

Punctuation: Learners are taught basic punctuation necessary for reading and writing
grade level text. Teachers need to introduce the punctuation marks as the need
arises. For example, capitals at the beginning of a sentence and a full stop or question
mark at the end of a sentence.

Page 4
HANDOUT # 3

Primary Literacy Program

LESSON FORMAT
Term _____ Lesson No.______

1. Objective
Teach the letter sound.

2. Learning Outcomes
Learners:
1) Listen to the teacher read fluently
2) Make the letter sound for _____.
3) Write the letter _____.
4) Read decodable (syllables, words, sentences, stories).
5) Answer questions about the story read to them by the teacher.

3. Teaching and Learning Aids

Examples: chalkboard, flash cards, Learners’ Book, objects used as examples of
vocabulary words.

4. Introduction (5 minutes)
Teach pre-reading activities. (May refer to page number in learner’s book).
Teacher reads a story aloud to the learners and asks a few questions orally.

5. Development

5.1 Phonemic Awareness (5 minutes)

Teacher introduces the sound (phoneme) of the day.
Teacher demonstrates one or more phonemic awareness activities, depending on
their level, and learners practice, e.g.,
 Making letter sounds – emphasizing beginning and other sounds
 Identifying the odd one out (odd word, odd sound in a group of words or
sounds)
 Blending sounds
 Substituting sounds

5.2 Phonics (20 minutes)

5.2.1 Revision
Teacher revises all the vowels, the sound from the previous day, and if applicable, the
syllables from the previous lesson. (Learners practice activities, e.g., identifying words
or pictures beginning with particular sounds, syllables; teachers point to syllables at
random and learners sound them out.)

5.2.2 The Sound of the Day

Teacher writes the new letter introduced earlier in the phonemic awareness activity,
both in lower and upper case.
 When teaching vowels, teacher introduces both short and long vowels.

Page 5
 Teacher asks learners to give examples of words that begin with the sound of the
day or words that contain the sound or ask how many times learners hear the
sound in the word.
 Teacher introduces consonant sounds as syllables, e.g., “ma.”
 After sounding the syllable /ma/, hide the vowel /a/ and let learners sound /m/.
 Teacher points to the letter on the chalkboard and says the sound. Learners repeat
the sound.
 Teacher asks learners to blend the consonant with each of the vowels.

5.3 Fluency (8 minutes)

Teacher writes the syllables on the board in random order, and learners practice
decoding them (e.g., mi, me, mo, ma, mu).
Learners practice blending the syllables into words or nonsense words, e.g., mama,
memu, momo. (Some of the activities can be done in pairs or groups.)

5.3.1 Decodable Reading (syllables, words, nonsense words, short sentences)

Teacher asks learners to read what is written in their learner’s books by sounding.

5.4 Vocabulary (5 minutes)

Teacher and learners revise some of the words previously learnt, e.g., teacher writes
a number of words in random order or using flashcards or teacher dictates words for
learners to write and pronounce.

5.5 Writing (8 minutes)

5.5.1 Handwriting
Teacher demonstrates on the chalkboard how to correctly form the letter. Learners
practice writing the letter of the day.

5.5.2 Independent Writing

Learners write syllables and words, e.g., those dictated by the teacher, draw and label
pictures beginning with that sound, fill in blanks in words with missing sounds or
syllables, or in later stages, write sentences or short paragraphs.

5.6 Comprehension

5.6.1 Listening Comprehension (5 minutes)

Teacher reads a story to the learners and asks questions during or after reading.
OR
5.6.2 Reading Comprehension
Learners can do this in term 2/3 when their reading has improved.

6. Conclusion (4 minutes)
Learners practice what they have learned.

7. Evaluation
Return to the objective and ask learners questions or ask them to demonstrate the
objective.

Page 6
HANDOUT # 4

Session 5 - STEPS TO TEACHING READING USING PRIMARY LITERACY PROGRAM

(PLP) APPROACH

The Primary Literacy Program approach is based on the National Literacy Framework
that is based on the five key skills of teaching reading. These are phonemic awareness,
phonics, oral reading fluency, vocabulary and comprehension. These five key reading
skills should be taught in every lesson. In addition, the framework also includes pre-
reading and pre-writing skills to prepare learners for grade one. The approach also
covers embedded skills of writing, handwriting and punctuation.

Pre-reading and pre-writing skills

In the Primary Literacy Program, during the first week of grade one term 1, learners will
be introduced to pre-reading and pre-writing skills.

What are pre-reading and pre-writing skills?

Pre-reading skills are skills that will help children learn to read.

For example:
 Sound awareness – dog barking, thunder, drumming
 Conversational skills – talking with others using complete sentences
 Visual discrimination - identifying things that are alike and things that are
different (e.g. shapes, lines, circles, etc…)
 Concepts of print - how to hold a book, how to open a book, where to start
reading, direction of reading, etc…

Pre-writing skills are skills that will help children to learn to write.

For example:
 Making shapes in the air
 How to hold pencils
 Drawing lines, shapes and patterns
 Creating pictures

Page 7
 1 Phonemic Awareness

What is Phonemic Awareness?

Phonemic Awareness is the ability to “hear” sounds and manipulate them orally.
For example, the ability to: -
 Put the sounds together
 Break words apart into sounds
 Identify rhyming words
 Identify likenesses and differences in spoken words

2 Phonics

What is phonics?

Phonics is the ability to put written letters and their sounds together.

For example:
 When learners see the sounds written down and recognize them, then they know
the letter-to-sound relationship.

How do I teach reading?

Here are the steps for teaching reading:

Step 1:

During the second week of term 1, learners will be taught to identify the five vowel
sounds: a, e, i, o, u

The use of a key picture for each vowel sound would reinforce the teaching of the
sounds. Teach one vowel sound per day as indicated in the weekly schedule.

Step 2:

Teach one consonant at a time as per the weekly schedule in conjunction with the
vowels.

Page 8
For example for mM:

Say this to the learners: ma me mi mo mu

Ask, “What is the sound you hear at the beginning of ma?”
Learners respond by making the sound: “m.”
Repeat for me mi mo mu

Step 3:

Blend sounds a e i o u and syllables ma me mi mo mu to form words in the local

language.

For example:
mama, uma, mu

Make more syllables and words in your language.

Step 4:

Review all the above but change the order. Use flash cards or the chalk board and
write the letters and syllables in any order. Be sure to mix the order so that children do
not memorize or chant.

For example: mu a me i ma o mi u

Step 5:

Follow the weekly schedule and repeat for each consonant.

For example:

[k K] ka ke ki ko ku

Words: ku, koma, ake, ka. Make more syllables and words in your language.

[t T] ta te ti to tu

tama, ikata, tata, teta, atate, moto, kuti. Make more syllables and words in your
language.

Page 9
Step 6:

Based on syllables and words learned, write short sentences for learners to read and
write. Gradually they should be able to form short sentences and write short
paragraphs on their own or in pairs or groups.

Follow the weekly schedule for each term (1, 2 and 3). It is recommended that no
more than two letters are introduced per week and the rest of the time is used for
revision and for working on the other key reading skills discussed below.

Brainstorm words that can be formed using syllables learned. These are “decodable”
words because they are made completely of sounds the learner has been introduced
to. Choose words that will be most interesting and useful to learners.

Do not teach names of the letters or the alphabet, but name letters by their sounds.

3 Oral reading fluency

Oral reading fluency refers to reading sentences with expression, accuracy and
speed. Oral reading fluency improves with a lot of practice as reading becomes
automatic.

Therefore, a teacher needs to provide learners with words, short sentences and stories
to read. Be sure to only use words, sentences and paragraphs learners can decode
using the sounds that they have been introduced to. Teachers can create stories in
the local language and write them on manila paper or chalk board for learners to
practice reading.

Learners can read stories silently and then read with a partner. Teachers can pair
good readers with struggling readers.

4 Vocabulary

Vocabulary is the ability to understand the meaning of words and use them orally and
in writing. Learners learn new words in the Teacher Read-Alouds.

Read-Alouds are stories that the teacher reads with expression to the class during the
lesson and discusses the stories with the children. The stories should be interesting and
fun to the learners so that they will love reading.

Where stories are not available, teachers need to be creative to write the stories.

Stories for learners to read need to be written using words that the learners know the
meaning of and that are decodable. If the teacher reads the story, the story does not
need to be decodable for learners.

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 5 Comprehension

Comprehension is the ability to understand the meaning of what is read or heard.

There are two types of comprehension.

 Listening comprehension – The teacher reads stories to learners and asks questions
before, during and after the story. The learners listen to the story and can answer
the questions.

 Reading comprehension – Learners read sentences and short stories as soon as

they can, using decodable words (made up of letter sounds the learners already
know), and answer questions.

Integrated skills are imbedded in the teaching of the five key skills of reading. These
are skills that are not taught in isolation but in combination with the five key skills of
reading.

 Writing
1. Handwriting – Learners practice making the letter forms and write words they have
learned in their exercise books, copied from their learners’ book or the chalkboard.

2. Creative writing – Learners write words, sentences or stories according to their skill
levels. Learners should write for a variety of purposes. For example, writing letters,
notices, lists, reports, articles, etc., depending on their level.

 Punctuation
Learners should be taught the punctuation appropriate for their level according to
the sentences they form. Teachers need to introduce the punctuation marks as the
need arises.

For example:

When writing on the chalk board, the teacher can point out that at the beginning of
a sentence, a capital is needed; and at the end of a sentence, a full stop is needed.
At the end of a question, a question mark is needed.

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Session 5: Weekly Schedule for Teaching Letter Sounds
Refer to appendix:

The weekly schedules comprise scoped and sequenced letter sounds in 7

local languages.

Summary of how it is used:

 Pre-reading and pre-writing skills taught in the first week appear to be

the same on the weekly schedules.

 The five vowel sounds are taught in the second week of term 1 in each
of the seven local languages.

 In the third week teachers introduce letter sounds, beginning with the
most frequent sounds in each language and progressing on the following
weeks according to the schedule.

 The teaching of the letter sounds must be continued by teachers from

term 1 to term 2 and term 3. Sounds that are not taught are carried over
to the following term.

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HANDOUT # 6
Conducting a Read Aloud
Choose one of the objectives below. There are ten different options for objectives
when conducting a Read Aloud. As teachers become more accomplished, they will
be able to combine more than one objective in a lesson.

1. Conduct a Read Aloud for fluency

Pre-Read a story silently. Tell the group you are going to read a story and that you
are going to try to read as smoothly as possible. You are going to read as if you
are speaking. Ask the participants to listen for this, because you will ask for
examples when you are finished. Read the story to the group. Make sure to react
to punctuation marks and dialogue with changes in voice. Attempt to make
different characters sound unique. Be sure to continue the reading from page to
page not stopping at the bottom of the page.

2. Conduct a Read Aloud for punctuation

Using a learner story book or using a short story written on the chalkboard: Take
note of the first word of the first sentence. Ask learners what they noticed about
the first letter? (Capital, larger than the rest, starts after the margin, indented)
When you come to a question mark a period or an exclamation mark, ask if
anyone knows what it is? Ask them what it looks like (may give various answer; a
backwards S, a G, etc.)

Once they have seen different punctuation marks, ask how one is different from
the other. What do they do? What should you do when you come to a question
mark, exclamation mark or period?

3. Conduct a Read Aloud to improve awareness of sounds.

Read a poem, song or book with words specially chosen to rhyme or begin with
the same sounds, point this out to teachers.

Ask students what they hear. Ask them if they can point out which sounds are
repeated. After the Read Aloud ask them to think of new words that have the same
sound. Ask them to listen as you continue to read and see if they can pick out other
rhyming sounds.

Tongue twisters:

Gulu ilo ligogode ilo gome tigome. – Cinyanja Tongue Twister

Sena bwene paka-paka upakama bupakama paka-paka ooyu. – Chitonga Tongue

Twister

Utu tuntu tutuutu, utu. – IciBemba Tongue Twister

Page 13
4. Conduct a Read Aloud to teach awareness of literary features; setting and
characters, dialogue and figurative language.

Read a story card to participants. Once you finish reading, talk about how learning
about people and places in stories helps to build comprehension. The setting refers
to where the story takes place. The city? In Town? On a farm? The characters are
those that do the actions in the story. These are often people, but sometimes they
are animals or magical beings that are created by the author. Dialogue is read
differently from the rest of the text. The teacher should model how he pauses,
changes the sound young children can take things at face-value, believing all they
read and hear. Once they learn how figurative language works, they will enjoy using
it when they speak and write.

Figurative language (using one word to compare another word for descriptive
purposes). Father’s words were soft and warm.

Teachers should ask what that means. Teachers should ask whether words can feel
soft to the touch. What then does it mean that words are soft? What does it mean
that words were warm?

Fact and Opinion

A teacher can point out to students that the writer has an opinion. An opinion is one
person’s idea of what has happened. It is neither right nor wrong. “I like bananas.”
is an opinion. As a class the teacher and students should try to identify what that
opinion might be. They should compare this with their own opinion, stressing that not
all readers will have the same opinion as the writer.

5. Conduct a Read Aloud to teach how to make inferences.

Read a story card.

Writers depend on a variety of things to tell their story. Sometimes it is the words,
the pictures or even what the reader knows before reading the story.

Examples of the above:

A writer may keep a secret and not write about it until the end of the story.
A writer may use punctuation marks to express excitement.
The illustrator may use bright colors for lively stories and soft colors for sad stories.
The writer may depend on the reader knowing many versions of the story or depend
on the reader’s knowledge of family relationships.

Ask the learners what is happening or how a character feels, then ask them to say
how they know this. Point out the punctuation marks or illustrations or what the writer
has written as a place to look for proof.

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6. Conduct a Read Aloud to teach new vocabulary and spelling

“The little girl challenged her opponents to a race.”

Read a story card. Teacher should highlight new or potentially difficult vocabulary.
Teachers can either teach the vocabulary before reading and then talk about it as
they approach the words while reading, or they can also ask what the students think
the words might mean, trying to use the surrounding words to help them figure out
the meaning.

7. Conduct a Read Aloud to teach and monitor comprehension

Read a story card. As the teacher reads, the teacher should ask the learners to
summarize what they learned. For example, “Who are the characters?” “What did
the rabbit do when the elephant arrived in the village?” “Where is the story taking
place?”

8. Conduct a Read Aloud to encourage students to make predictions about what will
happen next and make connections to what they already know.

Read a story card. Can they blend new information with what they already know?
Can they form an opinion of what they have read?
Can they think critically about the content and accuracy of the text?

9. Conduct a Read Aloud to “read” illustrations and graphics

Using a learner story book;

Look at the cover picture and ask learners what they think the book will be about.
Read the book. Turn the page and ask learners to (1) describe what they see and
(2) interpret what might be happening in the story. Read the story, stopping at the
pictures and compare what learners thought would happen to what is actually
happening in the story.

1. Conduct a Read Aloud looking at different print features (e.g. layout, table of
contents, headings)in a text. Point out the pictures and special parts of the book.

Page 15
HANDOUT # 7
Why We Write

1. Where adults use functional writing to write the date, one’s name, notes, posters,
etc, a child may;

Write the story

of a family
member

Write out
directions for Informational Retell a recent
making Writing event in area
porridge

Retell a story
they head
through writing

2. Where adults use narrative writing to tell a story, retell or report on events, a child
may;

Retell a story
they head
through
writing

Write about Write about

themselves an event at
and their Narrative school
families Writing

Page 16
3. Where adults use informational writing to organize facts for a report, an outline, a
biography, news, directions for how to go somewhere or instructions on how to do
something, a child may;

Make a list of words

Write a note to you learned this
your friend week to show your
parents.

Copy the date

Write your name from the board
on the cover of Functional into their
your notebook Writing notebooks

4. Where adults use poetic forms of writing to show feelings, a child may do this by
creating songs or writing poetry or other forms of writing;

Create a poem
about their favorite
animal

Write out the Write silly

words to a song sentences using
they know words they have
Poetic learned
Writing

Page 17
HANDOUT # 8

Page 18
  Teach children consistent formation of letters using a continuous stroke if
possible.
 Focus initially on learning the motor pattern rather than perfect legibility or size.
 Teach similarly formed letters together, and use an instructional sequence that
takes into account both ease of formation and frequency in words. For
example the letters c, a, and d all begin with the same loop.
 Separate reversible letters such as b and d.
 Use written arrow cues to help children remember how to form letters.
 Integrate handwriting instruction with instruction in letter sounds.
 In teaching cursive, explicitly teach connections between letters as well as
formation of single letters.
 It also is useful to distinguish different standards for legibility depending on the
purpose for writing; for example, in taking notes, "messy" handwriting is entirely
acceptable as long as children can easily read their own writing.1

1
From http://www.ldonline.org/spearswerling/The_Importance_of_Teaching_Handwriting

Page 19
HANDOUT # 9
Presenting a Lesson
Use the language schedule to develop a lesson.

1. Each participant writes the same lesson in their notebook.

2. Develop the lesson by following the steps on the handout.
3. Present the lesson to the group.
4. Before presenting, review the evaluation questions.
5. During the presentation, group members should take notes about what they are
seeing.

Review the evaluation questions for the presenter:

o How much time did the participant spend presenting the lesson?
o Was the lesson easy to understand and why?
o Did the participants pronounce the letter sound properly?
o Did the participants give one another enough practice with the sound?

1. Show the participants a picture or object that begins with the letter sound. For
example, A = Amani. If you do not have flashcards, draw or show a picture of
“amani”.

2. Ask the participants what it is. They should say, “amani.”

3. After the participants say the word, you can say the word. e.g, “Yes, Amani.”

4. Ask the participants to listen to the word. e.g., “Now listen as I say the word. I will
say it three times. /amani/… /a/…/m/…/a/…/n/…/i/ …/amani/”

5. Ask the participants to listen to the first sound they hear. Say the word slowly,
stressing the first sound. Do this several times so that they hear the beginning
sound. “/amani/… /aaaaaaaa/…/mani/ …/aaaa/…/mani/”

6. Isolate the beginning sound: Say only the first sound of the word “amani”  “
/a/…/a/…/a/”

7. Ask the participants to repeat the sound with you.

8. Ask participants to repeat the sound together, but now without you so you can
listen.

9. Ask individual participants to repeat the sound individually to check whether

they are making the correct sound. Correct them by repeating the sound if they
are doing it incorrectly. Explain to them how your mouth is moving. (e.g., lips
and teeth open, tongue down.) If they are doing it correctly, congratulate them
on doing so.

Now conduct a short activity for participants to practice:

Activity A: Have participants create a list with you of words with same beginning
sound. For example; aba, abo, aka, ala, alula, amina. DO NOT give the words.
Participants should say them. DO NOT write them. This is a spoken exercise.

Page 20
Activity B: Presenter says a word and participants say whether that word begins
with the sound. For example, bepa … anuna … cibe … abo … twala. (DO NOT
WRITE) Ask participants to clap if they hear /a/ at the beginning of the word.

Activity C: Presenter shows several pictures or objects and the participants identify
which picture or object begins with the letter sound.

Activity D: Learners list words with same sound at any position. For example, sana …
ampa … pano … ani … bani….

10. Write the sound on the board or show the participants a picture of the sound.
(the letter) eg., “Here is what this sound looks like.”

11. Show learners how to write the sound. E.g. (for uppercase “A”) “Watch while I
write it. I start at the bottom with the chalk on the line, then I move the chalk
up in a slanted line. Then I go back down. Up the hill, down the hill. Now that
I have a hill, I am going to cross it.”

12. Ask the participants to write the sound in the air as you write it again.

13. When introducing consonants (any letter that is not A E I O U), build syllables
by attaching each vowel to the consonant.

14. Ask participants to build words using the sounds they have already learned.
Write these words on the board.

For example in iciBemba, one learns the sounds /a/ then /e/ then /i/ then /o/ then
/u/ then /n/ then /b/. By the time they learn the /b/ sound, they will have learned
two consonant sounds and five vowel sounds. Use those sounds to form words. For
example; ba, be, bi, bo, bu, na, ne, ni, no, nu, can make bane, babe, nine, ani.
Give one or two examples. Remember, in the classroom, the learners have to think
of the words. The teacher only writes what the learners say.

15. Participants read the words you have written. Make sure that participants
understand what the words mean.
16. Arrange the words in a way that they make a complete thought (sentence.)
Give the learners one example. Then ask learners if they can arrange or group
words to make another sentence. Have individual learners read these
sentences.
o Have learners write some of these words or one of the sentences into their
notebooks.
o Give the learners a list of syllables from previous lessons (by using cards or
writing them on the board) and ask them to build their own words. Write these
on the board.

Evaluation Questions for the presenter:

o How much time did the participants spend presenting the lesson?
o Was the lesson easy to understand and why?
o Did the participants pronounce the letter sound properly?
o Did the participants give one another enough practice with the sound?

Page 21
HANDOUT # 10

How to Create Classroom Based Assessments

Designing assessments involves having a clear understanding of your teaching and
learning goals. What do you expect to teach? And what do you expect the learners
to learn? Often teachers expect that if they teach, learners will automatically learn. It
is only with well designed lesson plans, faithful implementation of those plans and a
hearty assessment cycle that teachers can be certain that learners are actually
learning.

Assessment Strategies
Different learning goals will call for different assessment strategies. Perhaps it is an
attitude that you would like learners to adopt or they should develop fluency in math
facts or reading. Your learning goal will help you to create a different assessment
strategy.

Evidence
What kind of evidence do you need? Just as different learning goals call for different
assessment strategies, a teacher should consider how s/he will use the evidence. Will
the Head Teacher or parents want to see evidence of children’s progress? Or is the
teacher checking in with what learners understand so as to move ahead in the lesson?
The two answers will inform your choice of assessment.

An assessment is not a place to ask trick questions or challenge learners with

extraordinarily difficult tasks.

Lesson Outcomes
Finally, an assessment is tied to lesson objectives and requires teachers to be honest
about what they were able to teach. This is why a detailed lesson plan is useful. With
finely tuned objectives, and regular reflection on whether they were able to achieve
all of the objectives during the lesson, teachers can build their assessments.

Testing Facts
Testing factual knowledge is one of the most common assessments. You have come
to the end of a unit and you want to know whether your learners have (1) retained
information (2) understood the information and (3) can apply that knowledge in
different situations.
An example of this type of assessment is a short answer test.
When did Zambia gain its independence?
Who was the first president of Zambia?
What is the capital of Zambia?
E.g. Grade 1: What do we do to keep ourselves healthy?
(Wash, wear clean clothes, eat healthy food.)
The questions above require learners to recall information.

Why did Zambia fight for its independence?

What is the first president of Zambia known for? Explain.
On the map, draw a star where the capital city is located.
E.g. Grade 1: Why is it important to wash your hands before eating?

Page 22
These questions show some level of comprehension.
What events did Zambia’s independence trigger in the region?
Compare Zambia’s fight for independence with that of its neighbors. Choose one
country and explain.

If the capital city were located elsewhere, how would it impact Zambia’s growth and
development?

E.g. Grade 1:
These questions offer learners the chance to demonstrate that they can apply what
they have learned to a new set of information.

Testing Abilities
When teachers want to know whether learners can do something; read a book,
construct a sentence, write a story, kick a ball, follow the scientific process, etc.
teachers will need to ask learners to perform a task and observe according to criteria
that is shared with the learner.

E.g. Teacher: “I want to see if you can write a story. You must have a title, all sentences
must begin with capitals and the story must have at least four sentences.”

Creating a Portfolio
As learners complete work in their exercise books, teachers will have a portfolio of
information available to assess. Other work can include tests, quizzes, drawings, etc.
Keep this work in a space for each child – in a folder/sleeve or clipped together with
child’s name.

Assessing prior knowledge

At the beginning of the year or before beginning a new unit, teachers can administer
pre-tests, to guage how much learners already know. Another way to do this is
through questions from the unit. Asking them what they know and then asking them
what they would want to know. This can be compared to what they have learned at
the end of the unit. So if you write all that the learners say they know, then all that
they say they want to know, you can hang that on large paper or carton or mealie
meal sacks.

At the end of the unit, ask the learners what they have learned and write this too in a
place that can be displayed. Compare what they said they knew, what they wanted
to know and what they learned. This is also a good excerice for reflective teaching –
you will know if you achieved your objectives.

Page 23
 HANDOUT # 11: Example of Assessment Record:

Skills Soun Soun Soun Soun Soun Soun Soun Soun Soun Soun Sylb Sylb Sylb Sylab Sylab Sylab Syla Sylab Sylab Total Level
d ‘a’ d ‘e’ d ‘i’ d ‘o’ d ‘u’ d ‘ K’ d ‘m’ d ‘t’ d ‘b’ d ‘’n’ ‘ka’ ‘te’ ‘ta’ ‘ba’ ‘ma’ ‘bu’’ ‘na’ ‘ne’ ‘mi’ out
of 20
ames

Mwape

Chewe

Zimba

Lishebo

Mukwiza

Mwansa

Chisha

Mutale

Page 24
HANDOUT # 12
What Writing at Different Stages
Learners learn to write very early on. They go through different stages.

1. Young children begin by making marks on the page. You may not recognize anything among the
marks. Their grasp of the pen/pencil may be ungraceful; using the entire hand instead of fingers, but
this child is practicing how to make different forms. We want this to happen because letters and
numbers are forms; lines, circles and curves that we use to understand one another. At the preschool
level – ages 2, 3, 4 and even 5, offer the learner thick writing tools if possible and unlined paper.
Pre Writer

2. Then they begin to make simple pictures; a ball, a car, a person, animals around them, a tree, the
sun, etc. Now children know that writing is a means to communicate. If I draw a picture of a ball, it
may tell you that I like to play with balls. Often these shapes and beginnings of pictures “float” on
the page or they may appear with what the child thinks are letters and words.

3. In the next stage, children begin to make pictures and letters. The letters may be backwards, or
inverted, they may have extra shapes, but they look similar to letters they may have seen at home Emergent Writer
or in school. Sometimes the writing moves from right to left or up a page, with upper and lower case
used unconventionally. The “letters” or “words” at this stage may not have a relationship to the
sounds that they represent. Introduced line paper for learners at this stage. Give them standard size
pens and pencils. They should experiment with tactile version of letters. Letters made from sand
glued onto carton, letters made from twigs or grass, letters made from cloth, foam or rubber, are all
good. Store these in a place where learners can access them during free time. Teach learners how
to care for them and where they should be returned when finished.

Developing
Writer

Page 25
4. As children become familiar with the idea that writing is linked to spoken words, they will increase
awareness of beginning sounds and may write a sentence based on the first or emphasized
sounds they hear in words. As young children practice writing, they become aware of the rules
of print: Words are separated by spaces in a sentence, letters have sounds, words move from left
to right wherever you write; on the page, on the floor, on a slate, etc.

Capable Writer

5. Children will begin to use conventions, such as spellings, letter sound correspondence, even use
punctuation marks. At this stage, children can rely on the regularity of local languages to spell
more or less correctly. As learners become more “fluent” writers, they will have more control over
their handwriting.

Proficient Writer

Page 26
HANDOUT # 13

School: Machona Primary School

Subject: Literacy
Topic: Fluency
SubTopic: Using Punctuation to Improve Fluency.
Reference: Story Card: Kalulu Ndi Mkango
Learners Book: Ukubomfya Abaana Bubi-bubi Story Book
Scripted lesson #32
Class: Grade 1

Rationale:

Objectives:

Pre-requistie Skills and Knowledge:

Teaching and Learning Materials/Resources:

Lesson Process
Stage Learning Activities Teaching Learning Points
Activities
Introduction

Development

Conclusion

Evaluation:

Page 27
Writing Rubric

Writing Examples

Pre Writer Emerging Writer Developing Writer Capable Writer Proficient Writer
1 2 3 4 5

Page 28
Page 29
HANDOUT # 15: How to Make a Book with a Single Piece of Paper

Pg 30
HANDOUT # 16
READING CHECKLIST
Note: 1) Use this form for all readings after the First Reading; 2) not all elements will
be observable for each reading; 3) narrative and informational readings will have
different emphases.

Observer___________________________Teacher______________________________________

Grade______________ # Students in class___________ Date ____________________

Lesson Start Time ____________________ Lesson End Time _________________

PRESENTATION
(√) Book Choice Examples/Explanation Notes
Teacher takes into Teacher takes the time to explain
consideration the learners’ or ask whether the learners
ability to understand the understand what is going on. The
selected text before teacher engages learners in
reading learning new words so that they
can follow. The teacher relates
words, concepts to the learners’
everyday lives
(√) Expression
Teacher changes her voice Uses an adult voice when adults
to indicate when a new speak in the story and uses a
character speaks child’s voice for children. Same for
other talking characters.
(√) Fluency
Teacher reads fluently Reads as if speaking.
Teacher reads at a Not too slow that it interrupts
moderate pace so that meaning and not too fast that
learners are able to learners are not able to follow and
understand build comprehension.
Instructional Support
(√) Language Development Examples Notes
Teacher discusses What’s happening in this picture?
illustrations They are walking to the woods.
Those are mushrooms.
Find the ….
What is this?
Teacher asks for or provides What does…mean?
a word definition and/or That means….
uses a prop to increase What is ….used for?
understanding This is a …. Notice how it….
Teacher rewords or C: Desk dirty. T: Yes, the desk is
extends a child’s dirty.
comments C: Fruit. T: Yes, the fruit is spoiled.

Pg 31
(√) Abstract Thinking Examples Notes
Teacher models or asks How are these tools similar?
children to The photographer visits the village
compare/contrast story once a year but the peddler
events or illustrations comes once a month.
Teacher models or asks Do you think he’s afraid now?
children to make He’d better be careful!
judgments, evaluations, Mulenga thinks he can hide it
and inferences about the from his friends.
text, events, characters, or
illustrations.
Teacher models or asks What will happen if she doesn’t
children to hypothesize, change her clothes?
explain, predict, or What will happen next?
analyze. Why would he…..?
Why do you think …?
This happens because…
(√) Elaborations Examples Notes
The teacher asks for/ Maybe he’s afraid because his
provides a word friends are no longer with him.
elaboration through The baobab tree grows to a very
contextualization or old age.
dramatization Show me how you look when
you’re afraid.
Teacher models or (in a book about animals): Once I
encourages children to link saw a tiger near my house.
text content directly to (in a book about the market): We
past, present, or future saw a rope maker when we went
personal experiences of to the market last week.
the teacher or the
children.
Teacher encourages Can you act out the ending of the
children to pretend or to story?
represent an Let’s get quiet so we don’t scare
action/event/state/feeling, the birds away.
depicted in the text. Hold up your arms like you’re
holding onto the strap when the
bus turns the corner.
Teacher follows a child’s C: We didn’t see any frogs in the
spontaneous comment pond when we went there last
with a respectful and week.
meaningful response T: Yes, that’s right. That’s because
it was too cold that day.
Teacher uses feeling words How does Miss Zulu feel?
to highlight character’s That cheetah looks scary!
feelings, emotional words This part makes me relieved.
in text or her/their own
emotive responses to text.

Pg 32
 Print and Phonological
(√) Examples Notes
Skills
Teacher discusses how See that exclamation point?
books are manipulated See how the print goes from right
and/or how print is to left?
organized. This story is called…..
Notice: title, author, illustrator,
cover, spine, title page (not all
need be mentioned at each
reading)
Teacher mentions reading. Now let’s read this book.
We have to choose a book to
read.
We have to read the words to
understand the story.
Teacher discusses letter Which words begin with the /s/
sounds in text. sound?
Show me the /m/ on the page
Teacher discusses letters or Notice that there are both words
words in text. and pictures on this page.
Let’s count how many words
there are in the title.
Is this a lowercase h?
Teacher highlights rhyme, Listen to the word <zikomo.> It has
alliteration, syllables, or three syllables. Let’s clap the
phonemes. syllables zi-ko-mo
Sell and bell are rhyming words.
(√) Session Climate Examples Notes
Teacher models respectful C: I can’t see. T: Okay, I will turn
language or respectfully the book around your way.
responds to a student’s C: Mrs. Phiri! T: Yes, Blessings what
signal: no sarcasm, do you want to tell us?
brushing away child, C: That’s a chrysalis not a cocoon.
humiliation, cutting off) T: You’re right. Butterflies have
chrysalises. Moths have cocoons.
Teacher offers students You’re absolutely right!
positive feedback on their I like how you are reading the
input. words carefully.
I love how you are paying
attention while I read.
Teacher Point to the orange fish.
invites/encourages Show me where I start reading on
students to touch or the page.
manipulate book. Can you find the title of the book?

Pg 33
HANDOUT # 17: Critique Sheet for Read Aloud

How to use this sheet: Use this sheet to verify how many skills a teacher is able to model
during the lesson. In some lessons, teachers will model one or two, depending on the
objective. You may not see every skill in the lesson. Take notes on what the teacher is
doing and review your notes with the teacher after the observation. With the teacher,
talk about what s/he was able to accomplish and what they can do next time to
improve. Leave a copy of the critique sheet with the teacher and ask that they use it
to do lesson plans. Let teachers know that it is ok to read a text several times to
children. Each time learners (and sometimes teachers) will discover something new.
In addition, with each new reading, the teacher can use the reading material to
teach a new skill. Skills are listed in order of introduction, with fluency as the first skill a
teacher models and teaches and spelling as one of the final skills. The order is meant
to be a guide with different texts offering opportunities to teach certain skills before
others.

SKILL 1 2 3
Fluency Teacher reads Teacher reads with Teacher reads fluently, as if
hesitantly. some fluidity, but speaking. Teacher reads with
Mispronounces does not sound as if expression and may use
words and reads speaking. Teacher different voices for different
without expression. pronounces words characters.
correctly and/or pays
attention to
punctuation marks.
Understanding The teacher does The teacher talks When reading picture books,
illustrations and not talk about the about the pictures the teacher points out details in
graphics pictures and does but does not use the pictures. The teacher uses
not use them to them to understand the pictures to help learners
assist with what is read. understand new vocabulary,
understanding the relate content to what learners
content. already know and gather
additional information not in
the text.
Understanding The teacher does The teacher reads The teacher talks about print
print features not read the title the title and author. features. The teacher names
(eg., layout, and author and After this, the teacher each feature. The teacher may
table of makes not special does not read or talk explain the purpose for each
contents, attempt to about the illustrator or and how they contribute to
headings) introduce new dedication (if one understanding what is in the
features of the exists) The teacher book. Examples of what the
book to learners may point out teacher may talk about
features in the book, include; the cover, the back,
such as tables or the title, the author, the
glossaries, but does illustrator, tables, pictures, table
not explain what they of contents, glossary,
are and how they are dedication, features of print
used. such as ellipses, font size, font
shape when these present
themselves.
Teaching and The teacher does The teacher asks The teacher stops reading from
monitoring not stop or ask questions after time to time to ask different
comprehension questions. The reading. The types of comprehension
teacher asks no questions rely on questions; recall questions that
questions after the recall of facts, but the ask learners to recall facts they
reading and teacher does not have learned through recent

Pg 34
 makes no attempt successfully assist the reading and facts they have
to explain learners to string the learned earlier in the text as
concepts that may facts together nor well as more comprehensive
be foreign to does the teacher ask comprehension questions
learners. the learners to think beginning with “Why”
about why things The teacher teaches
were so. comprehension by revealing
how he or she understands the
story, stopping from time to
time to review and show how
s/he is building comprehension
Awareness of When teacher is a Teacher points to Teacher pronounces words
Sounds native speaker, the sounds and correctly and ties in alphabet
teacher makes no pronounces sounds sound lessons with vocabulary
attempt to but does not require in the text. Teacher models the
pronounce sounds learners to repeat sound correctly and may ask
correctly or well sounds, nor does the the class to reproduce the
enough for teacher check, sound. The teacher is aware of
learners to hear individually or as a individual children who may
and repeat. group, whether have difficulty reproducing the
learners are correctly sounds.
producing the
sounds
Making The teacher does The teacher asks The teacher stops throughout
predictions, not ask about what learners to offer what the story without breaking up
making may happen. The they know and the “sense” of the story and
connections teacher attempts understand about asks learners to predict what
to ask learners the story as will happen. The teacher may
questions about evidenced by their use knowledge of the
their lives, but does daily life. The teacher character and/or setting to
not link it to the asks learners to prod learners to make
story. predict what will connections. The teacher also
happen next based asks questions that ask learners
on what has to link what they are reading
happened or what with what they already know.
the pictures are
telling them.
Literary Teacher reads the The teacher asks The teachers talk about the
Features; story but does not learners either during characters and setting
setting and point out nor asks or after the story to throughout the reading. The
characters, learners specific name the characters teacher may ask about certain
dialogue and questions about and identify the characters’ actions and
figurative the characters or setting. motives. The teacher asks
language setting. learners about the setting and
may have them connect what
they are reading with what
they already know. The
teacher points out
characteristics of the setting –
sounds, smells, size, etc. The
teacher engages learners to
talk about dialogue through
tone, and features such as
punctuation or spacing. The
teacher highlights figurative
language by drawing attention
to it.

Pg 35
Vocabulary The teacher does The teacher may Teacher brings learner’s
not pay special point out new attention to new and
attention to vocabulary, but does interesting vocabulary. The
vocabulary in the not attempt to insure teacher points out meaning,
text, that learners
understand the word.
Making The teacher does Teacher reads the The teacher asks learners to
inferences not make any story, pointing out make inferences. The teacher
inferences nor inferences that can also asks learners to support
does the teacher be made based on these inferences with clues that
ask the learners to what the writer has can be found in the text.
make inferences said.
about what they
are reading.
Punctuation Teacher pays no Teacher pays Teacher makes the
attention to attention to appropriate voice changes for
punctuation punctuation marks punctuation. The teacher
marks. but does so points out what s/he is doing as
inconsistently or does s/he approaches punctuation
not use it to create marks. Eg. “See here is a full
interest in the text. stop. I stop and take a breadth
before going on.”
Spelling The teacher does The teacher links The teacher points out spelling
not seize spelling to the and sounds and ties this in with
opportunities to link reading by having past lessons on sounds.
words in the story learners spell words
with words that before or after the
learners are reading. The teacher
learning to spell. does not link spelling
words to recent
lessons.

Pg 36
Explanations for Read Aloud Observation Sheet:

Fluency: Refers to how easily and smoothly one reads. Fluency is often described as
“reading as if speaking.” When teachers have difficulty with fluency, they should
practice reading on their own, both silently and then out loud, to hear what they
sound like.

Understanding Illustrations and Graphics: The pictures in a story are helpful to build
meaning. They may bring new meaning to the words or express the tone of the story.
They are also enjoyable to look at and make the story interesting to engage in. The
picture often has details not mentioned through the words that can help learners
predict or talk about what is going on in the story. For non-fiction text, pictures help
learners discover new ideas, new people and places. Most books are not large
enough for all readers to see the details in the pictures. Give learners a chance to look
at the pictures before or after reading so that they can go over the details and fully
enjoy the story.

Pg 37
Understanding Print Features
Cover Title Author Illustrator Tables
Teach learners to understand The name of the story or book. The person who The person who How to
that the covers protect the Usually in larger and bolder writes the story. draws/illustrates the read
book and also make books print. In English the first letter of Sometimes it is a pictures. Sometimes there graphs
attractive so that you want to pick them each word is capitalized tale and it may are photographs and the and
up. Teach learners not to bend back except for and, a, the, or be “retold by” caption reads, “pictures
tables
covers and to store books standing up in by”
a dry place.

Font type Font size Pictures Table of Contents Glossary Dedication

The pictures help to Chapter 1… Adding Numbers An alphabetic list of words and This is usually in the first
The quick brown convey the message. Chapter 2 ….Counting by 2s their definitions. Different from a few pages. It is a
dog Sometimes use of color or Chapter 3 …. Subtraction dictionary, the words in a glossary statement giving the
The quick brown dog strokes will illustrate the are limited; they may refer to the work up to a loved one
tone of the story. The table of contents allows words in a text, or a chapter. or in appreciation to
Once upon a time The quick brown dog the reader to find information someone.
or to move around the book by
“Dear Diary.”
topic

Teaching and Monitoring Comprehension Teachers should check whether learners understand and are able to follow what is being read.
In addition, teachers should show learners what it is to build comprehension. They may do this by restating what is happening every so
often in a longer story or weave together what has happened with their predictions. Understanding why things happen or counting how
many things there are or noting the time of day may be helpful. The skills are different for non-fiction pieces of writing. In non-fiction texts,
taking notes, making lists, noting exceptional characteristics or contrasting those characteristics with what you already know. (The whale is
a mammal and gives birth to a live baby whale. Fish lay eggs. Their babies must hatch.)

Awareness of Sounds: The Zambia National Literacy Curriculum concentrates on teaching letter sounds, sound blends e.g., mw, bw, nd,
syllables and the written representation of sounds. Reading and writing support phonemic awareness and phonics by giving learners
practice using sounds. If possible, choose material that will emphasize the sounds taught in previous lessons. This will give learners practice
hearing the sounds in context.

Making Predictions, Making Connections: E.g., they know the low roar of a car because they hear cars on the road to school; they know
the sound of rain because they hear it at night – they may even attempt to make those sounds.

Pg 38
Literary Features: Include the setting and characters, dialogue and figurative language. Teach learners to point out the characters in the
book. Then teach them to differentiate between major characters that are important to the story and minor characters that don’t play a
big role in the story. Talking about the character’s motives – why they do things, their character traits – are they good or evil or funny or
wise, etc. and how they relate to one another. Conversations about the characters will help make them more interesting and memorable.
It will also provide insight as to why the author chose to use certain words. The setting is equally important and questions about where it is
and what it is like there may tell you something about characters and why they chose to act the way they do.

Vocabulary: Pre-read the reading material so that you can identify difficult or interesting vocabulary words. Do not hesitate to introduce
“difficult” words to learners. They will enjoy using more sophisticated language and given the opportunity will use it in speech and writing.
Use a syllable chart to show learners how to spell the word or use the new word to fill in new syllables in the syllable chart.

Making Inferences: The ability to make Inferences develops over time and is not easy for children. They must be given many chances to
practice this skill. They gather together all the information and come to a conclusion. Often writers do not write exactly how a character
feels or what kind of character it is, but provides details such as, “Every time she came in the room, people waited for her jokes.” Inference:
She must be a funny person. “When Thandi was caught stealing she turned her head away and could not look at her father.” Inference:
Thandi was ashamed. You can talk with learners about what they do when they are ashamed. Inferences may sound like, “Because….
Because… I think” or Because the author said ‘he wanted to buy the ball and passed it every day and because his mother could not afford
to buy them meat, I think the family did not have much money.

Punctuation
Full stop Comma colon Semi-colon Question mark Exclamation mark ellipses Quotation
marks

. , : ; ? ! … “quote”
Signals a
Signals the Signals that the Signals a new thought Surprise,
separation Asks a Signals direct
end of a reader should pause that is connected to Fear, waiting
of items in question quotation
thought. and take a breadth. the sentence. Shock
a list

Spelling: Given that most Bantu languages are transparent, spelling is an exercise in establishing letter patterns. Use vocabulary from
the text to support what learners have already learned to spell. Choose words with the same letter sounds, blends or syllables. The
occasions for this will be limited as Read Alouds are in speaking and listening.

Pg 39
HANDOUT # 18: How Do I Use Flashcards with Kids?

Flashcards are a way of introducing letter sounds to children so that they can tie a picture
of the letter to the sound of the letter. Using real objects is another way of doing this.
Flashcards can also help introduce new vocabulary.

Use children’s natural curiosity. Introduce one or a few at a time. Show them how you
touch them and turn them and ask them to guess what might be on the other side. Avoid
flipping through the whole stack of cards and use the cards for different activities.

Make your own cards or have learners make cards to play with at home or with their
friends at school.

Here are a few simple ideas for using flashcards.

Race to the Sound:

After introducing a number of cards, choose 5 to 10 cards. Place 2 cards with the picture
side showing at the front of the class or have 2 learners hold the cards. Divide the class
into two teams and line up the teams in front of the cards. Give the two students at the
front of the lines one bottle top each. When the teacher calls out the sound of one of the
cards, the two students race to put their bottle tops on the correct card (or in the hand
of the learner holding the card.) The first student to do so wins a point for his team. Keep
score on the chalk board. Repeat several times, and then add a third card. Play with
three cards for several turns, and then add a fourth card, a fifth card, and then a sixth
cards and so on.

Picture Clues:
Take two sheets of paper the same size as the picture cards, (or use the circles at the
back of the flashcard deck.) Cut a small hole in one sheet. In the second sheet, cut larger
holes in the same spots, so that the holes from both sheets of paper line up. Cover a
flashcard with the paper with the large hole, then place the paper with the small hole on
top of that. When you look at the picture, you will only be able to see small parts where
the holes are. The teacher says the sound of the picture on the card. Can you guess what
the picture is? No? Slowly remove the small, then large holed paper, revealing the picture
a little at a time.

Concentration:
1-6 players

Make two sets of flashcards. They can be picture cards or letter sound cards. The back
of the card must be blank. Place all the cards face down. Each player takes a turn. Turn
over two cards to see if they match. If they match, keep the set of cards. If they do not
match, turn the cards over again. As each player takes a turn, the positions of new cards
will be revealed. Try to remember where you saw a match so that you can turn those
cards over on your turn. Say the sound when you create a match.

Pg 40
Sort:
A. Use the monkey, giraffe, chicken method to sort lower case letters. (Monkey letters
have tails, giraffe letters are tall, and chicken letters are in between.)

B. Sort by round and straight.

Alliteration:
Each player takes turns. Choose a card and say as many words starting with that sound.
Do this within 15 seconds. Each word is one point.

Charades:
One player chooses a card without showing the other players. They act a word that
begins with the letter sound.

Chase:
Play in groups of three to five
 Flashcards with words printed on th sides.
 Give each group a set of flash cards.
 Let each group spread the cards out on the desk in the middle of each group.
 Instructions: The leader shouts a word and then one player must quickly repeat the
word and identify that word by slapping the flash card. The participant that slaps the
correct card first, keeps it. At the end of the round, the player with the most flashcards
wins the round.

Pg 41
HANDOUT # 19: Making TLM for the classroom

Flash Cards
Create flashcards by using old carton and stiff paper. Prepare the work in groups. Each
teacher should have a set to take back to the classroom.

Materials needed: strong cardboards, markers, pencils, pair of scissors, glue and
assorted pictures from magazines. The list of sounds already taught or yet to be
taught. Example, Aa…Bb…Kk….Gg. 45 minutes

Begin by explaining what flash cards are. Show some samples to the participants.

Flashcards are small cards with small bits of information. They might be question and
answer – with the question on one side and the answer on the other. They might include
a picture, an alphabet sound; a word or number sentence on them. They are used for
practice and quick games.

A picture Card: a picture of an apple drawn or glued onto a card and the word ‘apple’
written underneath it or on the back of the card. Flashcards can be various sizes
depending on their use.

1. Gather the old carton or old boxes.

2. Undo the boxes at their seam, being careful not to rip them.
3. Turn the boxes inside out so that there are no words or pictures showing.
4. Cut the carton into several cards of the same size.
5. Write the sound, syllable or word on the card. Use dark marker or pen, making sure
that the card can be read from the back of the classroom. To be sure, after
completing one card, have a colleague stand far away nd ask if they can see what
is written on the card.
 Participants make their own sound cards according to their language schedule.
These cards will have a letter sound on one side
 Participants make their own syllable cards according to the language schedule.
These cards will have frequently used syllables on one side.
 Ask the participants to make their own word cards and picture cards. Whatever
word and picture cards that they will make should follow the language schedule.
Use pictures from magazines or old calendars to illustrate the words. They should
be relevant to the class of learners.
 Display the word and picture flash cards

Pg 42
Glue
Materials needed:
2 kg Cassava flour,
5 liters of water,
brazier
charcoal
saucepan

Lead participants in making locally made glue.

Steps to follow when making Glue

1. Take half a cup of sifted cassava flour and put it a saucepan or tin.
2. Take one cup of water and add little water to the cassava flour.
3. Next, mix the flour with the water to form a smooth paste
4. Add the remaining water and mix well.
5. Put the mixture on the fire and continue stirring until the flour dissolves and thickens.
6. Allow it to cool. The glue is now ready for use.
7. Put the glue in a container with a close fitting lid and store in a refrigerator or cool
place, where it can last for 2 to 4 weeks without losing texture.

NB: version #2: use same ingredients; half a cup flour and three quarters cup water plus
a pinch of salt. Mix the ingredients well and add a pinch of salt at the end. The glue is
ready for use. Put it in a tight container and store it in a refrigerator. This type of glue can
maintain its good texture for a week or two.

Glue being stored in a container

Glue on the fire

Caution: When you don’t have a place to conserve the glue, simply make enough glue
for use at one time.

Pg 43
Paint

Materials needed:
Lead participants in making home-made paint
500gm Corn starch
Early grade learners need draw and paint as a part of
Water
pre-writing. Buying paint for students can be
Detergent or soap
expensive. However, there are materials in the
Dye/s
environment which can be used to make cheap
A bowl
paint.
Fire

Instructions
1) 1 heaped tablespoon corn starch and mix with a little cold water to make a paste.
2) Next, add one cup of boiled water to the paste and stir vigorously to avoid lumps.
3) Then put on fire and simmer the mixture while stirring until thick and smooth.
4) Remove the thick smooth paste from fire.
2) Next add a spoonful detergent to the thick and smooth paste. The paste makes it
easier to clean when the paint falls on a surface.
3) Finally, add the nature dye or food coloring to the paste and mix well.
4) If not in use, store the paint in a tight container and mark it the outside of the
container as “paint”.

Chalk

Materials: Day 1
5liters of water
1 kg of chalky soil a) Put 1kg of chalky soil into a bucket. If you are not sure what
Dye sort of soil is in the area, ask the agricultural officer in the
Fabric bag district
5 liter bucket b) Add 4L of water to the chalky soil in the bucket.
c) Stir until it reaches a smooth consistency.
d) If you want coloured chalk add dye to the water and then leave it overnight.

Day 2
On the second day, use the mixture that was mixed the previous day and then follow the
steps below to see the result.

1. The next day, pour off the water mixture as well as the top layer of silt from the
mixture.
2. The remaining texture is thick. This is your ‘chalk’
3. Put it into a muslin bag and squeeze as much water out of the bag as possible.
4. Hang the bag to drip until the chalk feels like dough mixed overnight.

Pg 44
Day 3
Use the already prepared dough from the muslin bag and follow the steps below.

1. On the third day, take the dough out of the muslin bag.
2. Cut a piece from the dough and roll it into snake-length piece. Do as many as you
possibly can.
3. Next, put the rolled snake-length pieces on a flat area, cut them into desired
lengths and leave them under the sun to dry.
4. When dried, pack the pieces into a small box or tin. Your chalk is now ready to be
used.

Games

Why games are an important part of the classroom.

Games help children develop important social skills by teaching them to:

Taking turns: - For most young children, this is a very difficult social skill. The teachers should
offer learners plenty of opportunities to practice taking turns. One of them is to play
games where each learner must wait for his/her turn.

Patience: - Yes, when playing games, learners need to wait until it’s their turn. Waiting
isn’t easy at the best of times. At least most games allow children to extend their patience
while playing a fun game.

Engaging in acceptable social behavior: - Let’s face it … some behaviors are socially
acceptable and others are absolutely not. Teachers need to engage learners in a
number of games for them to get opportunities to learn how to control and express their
emotions in socially acceptable ways. Games are great for fostering these skills.

Dealing with winning and losing: - While we all love to win, losing is part of life. Teachers
need equip learners with the life skills that deal with losing as they will experience this in
life. Just as important is to teach learners how to win.

Following rules: - When you think of life, it’s all about rules. Where would this world be
without rules? Rules are important and are part of everyday life. Teachers should know
that games allow children to experience rules, learn rules and negotiate with others when
rules need to be modified (if necessary). Teachers should come up with as many games
as possible to help learners understand.

Pg 45
 APPENDIX 1: Weekly Schedule for Teaching Letter Sounds
Facilitator: Introdce the weekly schedules of letter sounds in the 7 local languages. Explain that:-
 Pre-reading and pre-writing skills taught in the first week appear to be the same on the weekly schedules.
 The five vowel sounds are taught in the second week of term 1 in each of the seven local languages.
 In the third week teachers introduce letter sounds, beginning with the most frequent sounds in each language
and progressing on the following weeks according to the schedule.
 The teaching of the letter sounds must be continued by teachers from term 1, to term 2 and term 3. Sounds
that are not taught are carried over to the following term.

WEEKLY SCHEDULE FOR TEACHING SOUNDS IN 7 LOCAL LANGUAGES

LUNDA Term 1 - Weekly Schedule LUNDA

Monday Tuesday Wednesday Thursday Friday
Week 1 Pre-reading/ writing Pre-reading/ writing Pre-reading/ writing Pre-reading/ writing Pre-reading/ writing
Week 2 Letter sound a A Letter sound e E Letter sound i I Letter sound o O Letter sound u U
Week 3 Introduce letter sound Revise letter sound Introduce letter sound k Revise letter sound k K Revise work done
nN nN K n N, k K
Week 4 Introduce letter sound Revise letter sound m Introduce letter sound h Revise letter sound h H Revise work done
mM M H m M,h H,
Week 5 Introduce letter sound Revise letter sound w Revise work done n,k, Assessment and Remediation
wW W m,h,w
Week 6 Introduce letter sound Revise letter sound Introduce letter sound y Revise letter sound y Y Revise work done
tT tT Y t T, y Y
Week 7 Introduce letter sound Revise letter sound ñ Introduce letter sound d Revise letter sound d D Revise work done
ñÑ Ñ D ñ Ñ, d D
Week 8 Introduce letter sound Revise letter sound p P Introduce letter sound z Z Revise letter sound Revise work done
pP pP p P,z Z
Week 9 Introduce letter sound Revise letter sound Introduce letter sound s S Revise letter sound Revise work done
fF fF sS f F, s S
Week 10 Introduce letter sound Revise letter sound v V Revise work done p,z,f Assessment and Remediation
vV ,s,v

Pg 46
Week 11 Introduce Revise letter sound jJ Introduce letter sound b Revise letter sound b B Revise work done
letter sound j J B j J,b B
Week 12 Introduce letter sound Revise letter sound Introduce letter sound ch Revise letter sound Revise work done
lL lL CH ch,CH l L, ch CH
Week 13 End of Term Assessment, 22 sounds

Pg 47
LUNDA Term 2 - Weekly Schedule LUNDA
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter sound Revise letter sound nd Introduce letter sound Revise letter sound nk NK Revise nd ND ,nk NK
nd ND ND nk NK
Week 2 Introduce letter sound Revise letter sound nj Introduce letter sound nz Revise letter sound nz NZ Revise nj NJ ,nz NZ
nj NJ NJ NZ
Week 3 Introduce letter sound Revise letter sound nv Introduce letter sound nf Revise letter sound nf NF Revise nv NV, nf NF
nv NV NV NF
Week 4 Introduce letter sound Revise letter sound nw Introduce letter sound ny Revise letter sound ny NYRevise work done nw NW,
nw NW NW NY ny NY
Week 5 Introduce letter sound Revise letter sound ng Revise work nd, nk, nj, nz Assessment and Remediation
ng NG NG ,nv,nf nw,ny,ng
Week 6 Introduce letter sound Revise letter sound mb Introduce letter sound Revise letter sound mp Revise work done mb MB,
mb MB MB mp MP MP mp MP
Week 7 Introduce letter sound Revise letter sound ns Introduce letter sound nt Revise letter sound nt NT Revise ns NS, nt NT
ns NS NS NT
Week 8 Introduce letter sound Revise letter sound mw Introduce letter sound fw Revise letter sound fw FW Revise mw MW ,fw FW
mw MW MW FW
Week 9 Introduce letter sound Revise letter sound kw Introduce letter sound sh Revise letter sound sh SH Revise kw KW sh SH
kw KW KW SH
Week 10 Introduce letter sound Revise letter sound sw Revise sw, mb, mp, ns, nt, Assessment and Remediation
sw SW SW mw ,fw,kw ,sh
Week 11 Introduce letter sound Revise letter sound bw Introduce letter sound Revise letter sound bw Revise work done bw BW
bw BW BW zw ZW BW,zw ZW ,zw ZW
Week 12 Introduce letter sound Revise letter sound pw Introduce letter sound zh Revise letter sound pw Revise work done pw PW, zh
pw PW PW ZH PW, zh ZH ZH
Week 13 End of Term Assessment, 22 sound blends

Pg 48
LUNDA Term 3 - Weekly Schedule LUNDA
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter sound Revise letter sound tw Introduce letter sound Revise letter sound hw Revise work done tw TW,hw
tw TW TW hw HW ,HW HW
Week 2 Introduce letter sound Revise letter sound ñw Introduce letter sound Revise letter sound vw Revise work done ñw
ñw ÑW ÑW vw VW VW ÑW,vw VW
Week 3 Introduce letter sound Revise letter sound lw Introduce letter sound nl Revise letter sound nl NL Revise work done lw LW,nl
lw LW LW NL NL
Week 4 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound mpw Revise work done mbw
mbw MBW mbw MBW mpw MPW MPW MBW mpw MPW

Week 5 Introduce letter sound Revise letter sound Revise work done nvw Assessment and Remediation
nvw NVW nvw NVW NVW
Week 6 Introduce letter sound Revise letter sound nsw Introduce letter sound Revise letter sound ntw Revise work done nsw NSW
nsw NSW NSW ntw NTW NTW ,ntw NTW
Week 7 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound nch Revise work done nkw NKW
nkw NKW nkw,NKW nch NCH NCH ,nch NCH
Week 8 Introduce letter sound Revise letter sound nfw Introduce letter sound Revise letter sound nzw Revise work done nfw NFW
nfw NFW NFW nzw NZW NZW
Week 9 Introduce letter sound Revise letter sound nzh Introduce letter sound Revise letter sound ndw Revise work done nzh
nzh NZH NZH ndw NDW NDW NZH,ndw NDW,
Week 10 Introduce letter sound Revise letter sound nsh Revise work done Assessment and Remediation
nsh NSH NSH
Week 11 Introduce letter sound Revise letter sound 65 Introduce letter sound 66 Revise letter sound 66 Revise work done
64
Week 12 Introduce letter sound Revise letter sound 67 Introduce letter sound 68 Revise letter sound 68 Revise work done
67
Week 13 End of Term Assessment18 sound blends

Pg 49
LUVALE: Themu 1 – Walo waChalumingo hichalumingo *Note: for Friday revisions, select which sounds to revise
Mande Chivali Chitatu Chiwana Chitanu
Week 1 Pre-reading/ writing Pre-reading/ writing Pre-reading/ writing Pre-reading/writing Pre-reading/ writing
Week 2 Letter sound a A Letter sound e E Letter sound i I Letter sound oO Letter sound u U
Week 3 Introduce letter sound Revise letter n N Introduce letter sound k Revise letter sound k K *Revise work done
n N K a, e, i, o, u, n, k
Week 4 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound m M Revise a, e, i, o, u, n, k, kh,
kh KH kh KH m M m
Week 5 Introduce letter sound Revise letter sound Revise a, e, i, o, u, n, k, Assessment and Remediation a, e, i, o, u, n, k, kh, m, l
l L l L kh, m, l
Week 6 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound w Revise a, e, i, o, u, n, k,
h H h H w W W kh, m, h, w
Week 7 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound th Revise work done a, e, i, o,
t T t T th TH TH u, n, k, kh, m, h, w, t, th
Week 8 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound a, e,i, Revise work done a, e, i, o,
v V v V yY o,u, n, k, kh, m, h, w, t, u,
th n, k, kh, m, h, w, t, th, v, y
Week 9 Introduce letter sound Revise letter sound Introduce letter sound s Revise letter sound s Revise work done a, e, i, o,
ny NY ny NY S S u, n, k, kh, m, h, w, t, th, v,
y, ny, s
Week 10 Introduce letter sound Revise letter sound Revise work done a, Assessment and Remediation a, e, i, o, u, n, k, kh, m,
ng NG ng NG e, i, o, u, n, k, kh, m, h, h, w, t, th, v, y, ny, s, ng
w, t, th, v, y, ny, s, ng
Week 11 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound nj Revise work done a,
j J j J nj NJ NJ e, i, o, u, n, k, kh, m, h, w,
t, th, v, y, ny, s, ng, j, nj
Week 12 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound mb Revise work done a, e, i, o,
ch CH ch CH mb MB MB u, n, k, kh, m, h, w, t, th, v,
y, ny, s, ng, j, nj, ch, mb
Week 13 End of Term Assessment (use EGRA tasks)
a, e, i, o, u, n, k, kh, m, h, w, t, th, v, y, ny, s, ng, j, nj, ch, mb; 23 sounds (blends and letters)

Pg 50
LUVALE Term 2 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound ph Revise a, e, i, o, u,
p P p P ph PH PH n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb
Week 2 Introduce letter sound Revise letter sound Introduce letter sound nd Revise letter sound nd Revise a, e, i, o, u,
zZ zZ ND ND n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd
Week 3 Introduce letter sound Revise letter sound Introduce letter sound sh Revise letter sound sh Revise a, e, i, o, u,
f F f F SH SH n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh
Week 4 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound kw Revise a, e, i, o, u,
fw FW fw FW kw KW KW n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw
Week 5 Introduce letter sound Revise letter sound Revise a, e, i, o, u, Assessment and Remediation a, e, i, o, u,
lw LW lw LW n, k, kh, m, h, w, t, th, v, n, k, kh, m, h, w, t, th, v, y, ny, s, ng, j, nj, ch, mb, z, nd, f,
y, ny, s, ng, j, nj, ch, mb, sh, fw, kw
z, nd, f, sh, fw, kw, lw

Week 6 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound nw Revise work done a, e, i, o,
mw MW mw MW nw NW NW u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, lw, mw, nw
Week 7 Introduce letter sound Revise letter sound Introduce letter sound sw Revise letter sound sw Revise work done a, e, i, o,
pw PW pw PW SW SW u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, pw, sw
Week 8 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound vw Revise work done a, e, i, o,
tw TW tw TW vw VW VW u,

Pg 51
 n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, tw, vw
Week 9 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound hw Revise work done a, e, i, o,
zw ZW zw ZW hw HW HW u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, tw, vw, zw, hw
Week 10 Introduce letter sound Revise letter sound hy Revise a, e, i, o, u, Assessment and Remediation a, e, i, o, u,
hy HY HY n, k, kh, m, h, w, t, th, v, n, k, kh, m, h, w, t, th, v, y, ny, s, ng, j, nj, ch, mb, z, nd, f,
y, ny, s, ng, j, nj, ch, mb, sh, fw, kw, tw, vw, zw, hw, hy
z, nd, f, sh, fw, kw, tw, vw,
zw, hw, hy
Week 11 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound my Revise work done a, e, i, o,
ly LY ly LY my MY MY u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, tw, vw, zw, hw,
hy, ly, my
Week 12 Introduce letter sound Revise letter sound Introduce letter sound vy Revise letter sound vy Revise work done a, e, i, o,
py PY py PY VY VY u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, tw, vw, zw, hw,
hy, ly, my, py, vy
Week 13 End of Term Assessment a, e, i, o, u,
n, k, kh, m, h, w, t, th, v, y, ny, s, ng, j, nj, ch, mb, z, nd, f, sh, fw, kw, tw, vw, zw, hw, hy ly, my, py, vy, , 22 sounds

Pg 52
LUVALE Term 3 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound ngw Revise work done a, e, i, o,
mbw MBW mbw MBW ngw NGW NGW u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, tw, vw, zw, hw,
hy, ly, my, py, vy, mbw,
ngw
Week 2 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound mby Revise work done a, e, i, o,
phy PHY phy PHY mby MBY MBY u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, tw, vw, zw, hw,
hy, ly, my, py, vy, mbw,
ngw, phy, mby
Week 3 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound ndw Revise work done a, e, i, o,
mpy MPY mpy MPY ndw NDW NDW u,
n, k, kh, m, h, w, t, th, v, y,
ny, s, ng, j, nj, ch, mb, z, nd,
f, sh, fw, kw, tw, vw, zw, hw,
hy, ly, my, py, vy, mbw,
ngw, phy, mby, mpy, ndw
Week 4 Introduce letter sound Revise letter sound Consolidate Revise work done a, e, i, o,
phw PHW phw PHW (i) Reading skills:continue to use sounds, blends u,
and syllables through teacher directed and n, k, kh, m, h, w, t, th, v, y,
independent reading ny, s, ng, j, nj, ch, mb, z, nd,
(ii) Writing skills: continue to use sounds, blends and f, sh, fw, kw, tw, vw, zw, hw,
syllables for independent writing and guided hy, ly, my, py, vy, mbw,
writing ngw, phy, mby, mpy, ndw,
phw
Week 5 Consolidate Assessment and Remediation
i. Reading skills:continue to use sounds, blends and syllables through
teacher directed and independent reading
ii. Writing skills: continue to use sounds, blends and syllables for
independent writing and guided writing

Pg 53
Week 6 Consolidate Revise work done
i. Reading skills: continue to use sounds, blends and syllables through teacher directed and
independent reading
ii. Writing skills: continue to use sounds, blends and syllables for independent writing and guided writing
Week 7 Consolidate Revise work done
i. Reading skills:continue to use sounds, blends and syllables through teacher directed and
independent reading
ii. Writing skills: continue to use sounds, blends and syllables for independent writing and guided writing
Week 8 Consolidate Revise work done
i. Reading skills:continue to use sounds, blends and syllables through teacher directed and
independent reading
ii. Writing skills: continue to use sounds, blends and syllables for independent writing and guided
writing
Week 9 Consolidate Revise work done
i. Reading skills: continue to use sounds, blends and syllables through teacher directed and
independent reading
ii. Writing skills: continue to use sounds, blends and syllables for independent writing and guided writing
Week 10 Consolidate Assessment and Remediation
i. Reading skills: continue to use sounds, blends and syllables through
teacher directed and independent reading
ii. Writing skills: continue to use sounds, blends and syllables for
independent writing and guided writing
Week 11 Consolidate Revise work done
i. Reading skills: continue to use sounds, blends and syllables through teacher directed and
independent reading
ii. Writing skills: continue to use sounds, blends and syllables for independent writing and guided
writing
Week 12 Consolidate Revise work done
i. Reading skills: continue to use sounds, blends and syllables through teacher directed and
independent reading
ii. Writing skills: continue to use sounds, blends and syllables for independent writing and guided writing
Week 13 End of Term Assessment a, e, i, o, u, n, k, kh, m, h, w, t, th, v, y, ny, s, ng, j, nj, ch, mb, z, nd, f, sh, fw, kw, tw,
vw, zw, hw, hy, ly, my, py, vy, mbw, ngw, phy, mby, mpy, ndw, phw; Reading skills, Writing skills, 7 sounds

Pg 54
Kiikaonde Term 1 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Pre-reading/ writing Pre-reading/ writing Pre-reading/ writing Pre-reading/ writing Pre-reading/ writing
Week 2 Sound a A Sound e E Sound i I Sound o O Sound u U
Week 3 Introduce sound l L Revise sound I L Introduce sound k K Revise sound k K Revise aeiou
aa ee ii oo uu ll kk
Week 4 Introduce sound Revise sound Introduce sound Revise sound Revise aeiou
nN nN bB bB aa ee ii oo uu nN bB
Week 5 Introduce sound Revise sound Revise a e i o u Assessment and Remediation
sS sS aa ee ii oo uu nN bB sS aA eE iI oO uU
aa ee ii oo uu
lL kK nK bB sS
Week 6 Introduce sound Revise sound Introduce sound Revise sound Revise work done a e i o u
mM mM tT tT aa ee ii oo uu sS mM tT
Week 7 Introduce sound Revise sound Introduce sound Revise sound Revise work done a e i o u
pP pP wW wW aa ee ii oo uu pP wW
Week 8 Introduce sound Revise sound Introduce sound Revise sound Revise work done a e i o u
yY yY hH hH aa ee ii oo uu yY hH
Week 9 Introduce sound Revise sound Introduce sound Revise sound Revise work done a e i o u
jJ jJ fF fF aa ee ii oo uu jJ fF
Week 10 Introduce sound Revise sound Revise a e i o u Assessment and Remediation
dD dD aa ee ii oo uu jJ fF dD aeiou aa ee ii oo uu kw KW ky KY
Week 11 Introduce sound Revise sound Introduce sound Revise sound Revise work done a e i o u
vV vV ñÑ ñÑ aa ee ii oo uu vV ñÑ
Week 12 Introduce sound Revise sound Introduce sound Revise sound Revise work done a e i o u
lw LW lw LW ly LY ly LY aa ee ii oo uu lw LW ly
LY
Week 13 End of Term Assessment a e i o u aa ee ii oo uu iL kK nN bB sS mM tT pP wW yY hH jJ fF dD vV ñÑ zZ lw LW ly LY
21 letter sounds and 2 sound blends

Pg 55
Kiikaonde Term 2 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce sound Revise sound Introduce sound Revise sound Revise a e i o u
kw KW kw KW ky KY ky KY aa ee ii oo uu
kw KW ky KY
Week 2 Introduce sound ch Revise sound Introduce sound nd ND Revise sound Revise a e i o u
CH ch CH nd ND aa ee ii oo uu
Ng NG nj NJ
Week 3 Introduce sound ng Revise sound Introduce sound Revise sound Revise work done a ei o u
ND ng ND nj NJ nj NJ aa ee ii oo uu
Nj NJ nk NK ns NS
Week 4 Introduce sound nk Revise sound Introduce sound ns NS Revise sound Revise a e i o u
NK nk NK ns NS aa ee ii oo uu
Nj NJ nk NK ns NS
Week 5 Introduce sound ny Revise sound Revise work done a e i Assessment and Remediation
NY ny NY ou a e i o u aa ee ii oo uu
aa ee ii oo uu Kw KW ky KY ch CH nd ND ng NG nj NJ nk NK ns NS ny NY
ns NS ny NY
Week 6 Introduce sound nw Revise sound Introduce sound nz NZ Revise sound Revise work done a e i o u
NW nw NW nz NZ aa ee ii oo uu
Nw NW nz NZ
Week 7 Introduce sound bb Revise sound Introduce sound Revise sound Revise work done a e i o u
BB bb BB bw BW bw BW aa ee ii oo uu
bb BB mb MB
Week 8 Introduce sound by BY Revise sound Introduce sound mb Revise sound Revise work done a e i o u
by BY MB mb MB aa ee ii oo uu
by BY mb MB
Week 9 Introduce letter sound Revise letter Introduce letter sound Revise letter sound Revise a e i o u
mf MF sound mm MM mm MM aa ee ii uu
mf MF mf MF mm MM
Week 10 Introduce sound Revise sound Revise a e i o u Assessment and Remediation
mv MV mv MV aa ee ii oo uu aeiou aa ee ii oo uu
Mm MM mV MV mf MF Nw NW nz NZ bb BB bw Bw by BY mb MB mf MF mm
MM mv MV
Week 11 Introduce sound Revise sound Introduce sound Revise sound Revise aeiou

Pg 56
 mw MW mw MW mp MP mp MP aa ee ii oo uu
Mw MW mp MP
Week 12 Introduce sound Revise sound Introduce sound Revise sound Revise aeiou
my MY my MY tw TW tw TW aa ee ii oo uu
My MY tw TW
Week 13 End of Term Assessment a e i o u aa ee ii oo uu kw KW ky KY ch CH nd ND by BY ng NG nj NJ nk NK ns NS ny NY nw NW nz
NZ bb BB bw BW mb MB MF MF mm MMmv MV mw MW mp MP my MY tw TW. 21 sounds

Pg 57
Kiikaonde Term 3 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce sound Revise sound Introduce sound Revise sound Revise work done a e i o u
pw PW pw PW py PY py PY aa ee ii oo uu
Pw PW py PY
Week 2 Introduce sound sw Revise sound Introduce sound fw FW Revise sound Revise work done a e i o u
SW sw SW fw FW aa ee ii oo uu
sw SW fw FW
Week 3 Introduce sound Revise sound Introduce sound vy VY Revise sound Revise work done a e i o u
fy FY fy FY vy VY aa ee ii oo uu fy Fy vy VY
Week 4 Introduce sound vw Revise sound Introduce sound Revise sound Revise work done a e I o u
VW vw VW ñw ÑW ñw ÑW aa ee ii oo uu
vw VW ñw ÑW
Week 5 Introduce sound zh ZH Revise sound Revise a ei o u Assessment and Remediation
zh ZH aa ee ii oo uu a e i o u aa ee ii oo uu
ñw ÑW zh ZH vw VW pw PW py PY sw SW fw FW fy fY vy VY vw VW ñw ÑW
Week 6 Introduce sound zw Revise sound Introduce sound nn NN Revise sound Revise a e i o u
ZW zw ZW nn NN aa ee ii oo uu
zw ZW nn NN
Week 7 Introduce sound nch Revise sound Introduce sound ndw Revise sound Revise aeiou
NCH nch NHC NDW ndw NDW aa ee ii oo uu
nch NCH ndw NDW
Week 8 Introduce sound ngw Revise sound Introduce sound ngy Revise sound Revise work done a e io u
NGW ngw NGW NGY ngy NGY aa ee ii oo uu
ngw NGW ngy NGY
Week 9 Introduce sound nkw Revise sound Introduce sound nky NKY Revise sound Revise work done a e i o u
NKW nkw NKW mpw MPW nky NKY aa ee ii oo uu
mpw MPW nkw NKW nky NKY MPW
Week 10 Introduce sound nny Revise sound Revise a e i o u Assessment and Remediation
NNY nzw NZW nny NNY nzw NZW aa ee ii oo uu a e i o u aa ee ii oo uu zw ZW nn NN nch NCH ndw
nny NNY nzw NZW NDW ngw NGW ngy NGY nkw NKW nky NKY mpw MPW
nny NNY nzw NZW

Pg 58
Week 11 Introduce sound nsh Revise sound Introduce sound Revise sound Revise work done a e i o u
NSH mby MBY nsh NSH mby MBY nsw NSW mmy MMY nsw NSW mmy MMY aa ee ii oo uu
mby MBY nsh NSH nsw NSW
mmy MMY
Week 12 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound nzh Revise work done a e i o u
ntw NTW mpy MPY ntw NTW mpy MPY nzh NZH mvw MVW NZH mvw MVW aa ee ii oo uu
ntw NTW mpy MPY nzh NZH
mvw MVW
Week 13 End of Term Assessment a e i o u aa ee ii oo uu pw PW py PY sw SW fw FW fy FY vy VY vw VW ñw ÑW zh ZH zw ZW nn NN nch NCH
ndw NDW ngw NGW ngy NGY nkw NKW nky NKY mpw MPW nny NNY nzw NZW nsh NSH mby MBY mmy MMY nsw NSW ntw mpy MPY
nzh NZH mvw MVW
28 sounds

Pg 59
CHITONGA Term 1 - Weekly Schedule
Mumuvwulo Mulibwabili Mulibwatatu Mulibwane Mulibwasanu
Week 1 Pre-reading/writing Pre-reading/writing Pre-reading/writing Pre-reading/writing Pre-reading/writing
Week 2 Letter sound 1 a A Letter sound 2 e E Letter sound 3 i I Letter sound 4 o O Letter sound 5 u U
Week 3 Introduce letter sound Revise letter sound nN Introduce letter sound kK Revise letter sound Kk Revise work done a,e,I,o,u
nN nN,kK
Week 4 Introduce letter sound Revise letter sound lL Introduce letter sound Revise letter sound mM Revise work done a,e,I,o,u
lL mM Nn,kk, lL, Mm,
Week 5 Introduce letter sound Revise letter sound bB Revise work done bB Assessment and Remediation
bB
Week 6 Introduce letter sound Revise letter sound wW Introduce letter sound yY Revise letter sound yY Revise work done
wW a,e,I,o,u,Nn,kk,IL,Ww,yY
Week 7 Introduce letter sound Revise letter sound tT Introduce letter sound sS Revise letter sound sS Revise work done
tT a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss
Week 8 Introduce letter sound Revise letter sound Zz Introduce letter sound Revise letter sound Dd Revise work done
zZ dD a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss
Dd, zZ
Week 9 Introduce letter sound Revise letter sound cC Introduce letter sound Revise letter sound gG Revise work done
Cc Gg a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss
Dd, zZ Cc, Gg
Week 10 Introduce letter sound Revise letter sound Pp Revise work done pP Assessment and Remediation
pP
Week 11 Introduce letter sound Revise letter sound jJ Introduce letter sound Revise letter sound bb Revise work done
Jj bb a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb
Week 12 Introduce letter sound Revise letter sound vV Introduce letter sound fF Revise letter sound fF Revise work done
vV a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
Week 13 End of Term Assessment, 23 sounds

Pg 60
CHITONGA Term 2 - Weekly Schedule
Mumuvwulo Mulibwabili Mulibwatatu Mulibwane Mulibwasanu
Week 1 Introduce letter Revise letter sound kk Introduce letter sound Revise letter sound cc Revise work done
sound kk cc a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss Dd,
zZ Cc, Gg,Jj,bb Ff, Vv kk,Cc
Week 2 Introduce letter Revise letter sound hH Introduce letter sound Revise letter sound η Revise work done
sound hH η a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss Dd,
zZ Cc, Gg,Jj,bb Ff, Vv kk,Cc Hh,η
Week 3 Introduce letter Revise letter sound hh Introduce letter sound Revise letter sound nk Revise work done
sound hh nk a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss Dd,
zZ Cc, Gg,Jj,bb Ff, Vv kk,Cc Hh,η
hh,nk
Week 4 Introduce letter Revise letter sound Introduce letter sound Revise letter sound ny Revise work done nw,
sound nw nw ny a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss Dd,
zZ Cc, Gg,Jj,bb Ff, Vv kk,Cc Hh,η
hh,nk
Week 5 Introduce letter Revise letter sound nt Revise work done nt Assessment and Remediation
sound nt
Week 6 Introduce letter Revise letter sound ns Introduce letter sound Revise letter sound nz Revise work done
sound ns nz a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss Dd,
zZ Cc, Gg,Jj,bb Ff, Vv kk,Cc Hh,η
hh,nk,nw ns,nz
Week 7 Introduce letter Revise letter sound nd Introduce letter sound Revise letter sound nc Revise work done
sound nd nc a,e,I,o,u,Nn,kk,IL,Ww Tt ,Ss Dd,
zZ Cc, Gg,Jj,bb Ff, Vv kk,Cc Hh,η
hh,nk,nw ns,nz nd,nc
Week 8 Introduce letter Revise letter sound ng Introduce letter sound Revise letter sound nj Revise work done
sound ng nj a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss Dd,
zZ Cc, Gg,Jj,bb Ff, Vv kk,Cc Hh,η
hh,nk,nw ns,nz nd,nc,ng,nj
Week 9 Introduce letter Revise letter sound Introduce letter sound Revise letter sound mw Revise work done a,e,I,o,u,Nn,kk
sound mb mb mw IL,Ww Tt ,Ss Dd, zZ Cc, Gg,Jj,bb
Ff, Vv kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc mb.mw

Pg 61
Week 10 Introduce letter Revise letter sound Revise work done my Assessment and Remediation
sound my, my
Week 11 Introduce letter Revise letter sound Introduce letter sound Revise letter sound by Revise work done a,e,I,o,u,Nn,kk
sound vw vw by IL,Ww Tt ,Ss Dd, zZ Cc, Gg,Jj,bb
Ff, Vv kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc mb.mw vw, by
Week 12 Introduce letter Revise letter sound Introduce letter sound Revise letter sound ty Revise work done a,e,I,o,u,Nn,kk
sound vw vw ty IL,Ww Tt ,Ss Dd, zZ Cc, Gg,Jj,bb
Ff, Vv kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc mb.mw vw, by vw,ty
Week 13 End of Term Assessment, 21 sounds

Pg 62
CHITONGA Term 3 - Weekly Schedule
Mumuvwulo Mulibwabli Mulibwatatu Mulibwane Mulibwasanu
Week 1 Introduce letter sound Revise letter sound sw Introduce letter sound sy Revise letter sound sy Revise work done
sw a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv kk,
Cc Hh,η hh,nk,nw ns,nz nd,nc
sw,sy
Week 2 Introduce letter sound Revise letter sound zw Introduce letter sound zy Revise letter sound zy Revise work done
zw a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc sw,sy zw,zy
Week 3 Introduce letter sound Revise letter sound dw Introduce letter sound dy Revise letter sound dy Revise work done
dw a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc sw,sy zw,zy dw,dy
Week 4 Introduce letter sound Revise letter sound gw Introduce letter sound Revise letter sound pw Revise work done
gw pw a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc sw,sy zw,zy
dw,dy,gw,pw
Week 5 Introduce letter sound Revise letter sound py Revise work done py Assessment and Remediation
py
Week 6 Introduce letter sound Revise letter sound jw Introduce letter sound Revise letter sound vw Revise work a,e,I,o,u,Nn,kk
jw vw IL,Ww Tt ,Ss Dd, zZ Cc,
Gg,Jj,bb Ff, Vv kk,Cc Hh,η
hh,nk,nw ns,nz nd,nc sw,sy
zw,zy dw,dy,gw,pw jw vw
Week 7 Introduce letter sound Revise letter sound fw Introduce letter sound Revise letter sound nkw Revise work a,e,I,o,u,Nn,kk
fw nkw IL,Ww Tt ,Ss Dd, zZ Cc,
Gg,Jj,bb Ff, Vv kk,Cc Hh,η
hh,nk,nw ns,nz nd,nc sw,sy

Pg 63
 zw,zy dw,dy,gw,pw jw, vw,
fw, nkw
Week 8 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound ntw Revise work done
nyw nyw ntw a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc sw,sy zw,zy, dw, dy,
gw, pw, jw, vw, fw, nkw, nyw,
ntw
Week 9 Introduce letter sound Introduce letter sound Introduce letter sound Revise letter sound Revise work done
nsw nty nsy nsw,nsy nty a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc sw,sy zw,zy, dw, dy,
gw, pw, jw, vw, fw, nkw, nyw,
ntw, nsw, nty, nsy
Week 10 Introduce letter sound Introduce letter sound Revise work done Assessment and Remediation
nzw nzy nzw,nzy
Week 11 Introduce letter sound Introduce letter sound Introduce letter sound Revise letter sound, ndy, Revise work done
ndw ndy ngw ndw ngw a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc sw,sy zw,zy, dw, dy,
gw, pw, jw, vw, fw, nkw, nyw,
ntw, nsw, nty, nsy, ndw, ndy,
ngw
Week 12 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound mvw Revise work done,
mbw mby mvw ,mby, mbw a,e,I,o,u,Nn,kk IL,Ww Tt ,Ss
Dd, zZ Cc, Gg,Jj,bb Ff, Vv
kk,Cc Hh,η hh,nk,nw ns,nz
nd,nc sw,sy zw,zy, dw, dy,
gw, pw, jw, vw, fw, nkw nyw,
ntw, nsw, nty, nsy, ndw, ndy,
ngw, mvw, mby, mbw
Week 13 End of Term Assessment 25 sounds

Pg 64
CINYANJA: Temu 1 – NDONDOMEKO YA ZOFUNIKA KUPHUNZITSA MUSABATA
Lolemba Laciwiri Lacitatu Lacinai Lacisanu
Week 1 Pre-reading/ writing Pre-reading/ writing Pre-reading/writing Pre-reading Pre-reading/writing
/writing
Week 2 Letter sound aA Letter sound eE Letter sound iI Letter sound Letter sound u U
oO
Week 3 Introduce letter sound Revise letter sound kK Introduce letter sound Revise letter sound mM Revise work done
kK mM a,e,I,o,u,k,m
Week 4 Introduce letter sound Revise letter sound tT Introduce letter sound bB Revise letter sound bB Revise work done
tT a,e,I,o,u,k,m,t,b,
Week 5 Introduce letter sound Revise letter sound nN Revise work done Assessment and Remediation
nN a,e,I,o,u,k,m,t,b,n
Week 6 Introduce letter sound Revise letter sound lL Introduce letter sound pP Revise letter sound pP Revise work done
lL a,e,I,o,u,k,m,t,b,n,l,p
Week 7 Introduce letter sound Revise letter sound cC Introduce letter sound Revise letter sound wW Revise work done
cC wW a,e,I,o,u,k,m,t,b,n,l,p,c,w
Week 8 Introduce letter sound Revise letter sound fF Introduce letter sound Revise letter sound dD Revise work done
fF dD a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d
Week 9 Introduce letter sound Revise letter sound sS Introduce letter sound Revise letter sound gG Revise work done
sS gG a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d,
s,g
Week 10 Introduce letter sound Revise letter sound jJ Revise a,e,i,o,u,k,m, Assessment and Remediation
jJ t,b,n,l,p,c,w,f,d,s,g,j
Week 11 Introduce letter sound Revise letter sound zZ Introduce letter sound vV Revise letter sound vV Revise work done
zZ a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d,
s,g,j,z,v
Week 12 Introduce letter sound Revise letter sound yY Introduce letter sound rR Revise letter sound rR Revise a,e,I,o,u,
yY k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,
y,r
Week 13 End of Term Assessment 22 sounds

Pg 65
CINYANJA Term 2 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter Revise letter Introduce letter sound mb Revise letter sound mb Revise a,e,I,o,u,
sound mw sound mw k,m,t,b,n,l,p,c,w,f,d,sgj,z,v,y,r,mw
,mb
Week 2 Introduce letter Revise letter Introduce letter sound kh Revise letter sound kh Revise a,e,I,o,u,
sound nd sound nd k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,n
d,kh
Week 3 Introduce letter Revise letter Introduce letter sound ph Revise letter sound ph Revise a,e,I,o,u,
sound dz sound dz k,m,t,b,n,l,
p,c,w,f,d,c,g,j,z,v,y,r,nd,kh,dz,ph
Week 4 Introduce letter Revise letter Introduce letter sound mt Revise letter sound mt Revise a,e,I,o,u, k,m,t,b,n,
sound ts sound ts l,p,c,w,f,d,s,g,j,z,v,y,r,nd,kh,dz,ph
,ts,mt
Week 5 Introduce letter Revise letter Revise a,e,I,o,u, Assessment and Remediation
sound kw sound kw k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,
r,nd,kh,dz,ph,ts,mt,kw
Week 6 Introduce letter Revise letter Introduce letter sound mp Revise letter sound mp Revise work done
sound dw sound dw a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d,s,g,j,
z,v,y,r,nd,kh,dz,ph,ts,mt,kw,dw,m
p
Week 7 Introduce letter Revise letter Introduce letter sound mv Revise letter sound mv Revise work done
sound ny sound ny a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d,s,g,j,
z,v,y,r,nd,kh,dz,ph,ts,mt,kw,dw,m
p,ny,mv
Week 8 Introduce letter Revise letter Introduce letter sound nj Revise letter sound nj Revise work done
sound mk sound mk a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d,s,g,j,
z,v,y,r,nd,kh,dz,ph,ts,mt,kw,mw,
mp,ny,nv,mk.nj
Week 9 Introduce letter Revise letter Introduce letter sound th Revise letter sound th Revise a,e,I,o,u,
sound ch sound ch

Pg 66
 k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,n
d,kh,dz,ph,ts,mt,kw,mw,mp,ny,n
v,mk,nj,ch,th
Week 10 Introduce letter Revise letter Revise a,e,I,o,u, Assessment and Remediation
sound ng sound ng k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,
r,nd,kh,dz,ph,ts,mt,kw,dw,mp
,ny,nv,mk,nj,ch,th,ng
Week 11 Introduce letter Revise letter Introduce letter sound ns Revise letter sound ns Revise a,e,i,o,u, k,m,t,b,n,l,
sound bw sound bw p,c,w,f,d,s,g,j,z,v,y,r,nd,kh,dz,ph,
ts,mt,kw,dw,mp,ny,mv,mk,nj,ch,t
h,ng,bw,ns
Week 12 Introduce letter Revise letter Introduce letter sound dy Revise letter sound dy Revise a,e,I,o,u, k,m,t,b,n,l,
sound ml sound ml p,c,w,f,d,s,g,j,z,v,y,r,nd,kh,dz,ph,
ts,mt,kw,dw,mp,ny,mv,mk,nj,ch,t
h,ng,bw,ns,ml,dy
Week 13 End of Term Assessment 22 sounds

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CINYANJA Term 3 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday

Week 1 Introduce letter sound Revise letter Introduce letter sound mf Revise letter sound mf Revise a,e,I,o,u,
gw sound gw k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,
nd,kh,dz,ph,ts,mt,kw,dw,mp,ny
,mv,mk,nj,ch,th,ng,bw,ns,ml,d
y,gw,mf
Week 2 Introduce letter sound Revise letter Introduce letter sound oo Revise letter sound oo Revise a,e,I,o,u,
ms sound ms k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,
nd,kh,dz,ph,ts,mt,kw,dw,mp,ny
,mv,mk,nj,ch,th,ng,bw,ns,ml,d
y,gw,mf,ms,oo
Week 3 Introduce letter sound Revise letter Introduce letter sound uu Revise letter sound uu Revise a,e,I,o,u,
ii sound ii k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,
nd,kh,dz,ph,ts,mt,kw,dw,mp,ny
,mv,mk,nj,ch,th,ng,bw,ns,ml,d
y,gw,mf,ms,oo,ii,uu
Week 4 Introduce letter sound Revise letter Introduce letter sound mph Revise letter sound mph Revise work done
nkh sound nkh a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d,s,
g,j,z,v,y,r,nd,kh,dz,ph,ts,mt,kw,
dw,mp,ny,mv,mk,nj,ch,th,ng,b
w,ns,ml,dy,gw,mf,ms,oo,ii,uu,n
kh,mph.
Week 5 Introduce letter sound Revise letter Revise a,e,I,o,u, Assessment and Remediation
nth sound nth k,m,t,b,n,l,p,c,w,f,d,sg, j, z, v,
y, r, nd, kh, dz, ph, ts, mt, kw,
dw, mp, ny, mv, mk, nj, ch,
th, ng, bw, ns, ml, dy, gw, mf,
ms, oo,ii,uu,nkh,mph,nth
Week 6 Introduce letter sound Revise letter Introduce letter sound ngw Revise letter sound ngw Revise work done
nch sound nch a,e,I,o,u,k,m,t,b,n,l,p,c,w,f,d,s,
g,j,z,v,y,r,nd,kh,dz,ph,ts,mt,kw,
dw,mp,ny,mv,mk,nj,ch,th,ng,b
w,ns,ml,dy,gw,mf,ms,oo,ii,uu,n
kh,mph,nth,nch,ngw.

Pg 68
Week 7 Introduce letter sound Revise letter Introduce letter sound mts Revise letter sound mts Revise a,e,I,o,u,
mny sound mny k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,
nd,kh,dz,ph,ts,mt,kw,dw,mp,ny
,mv,mk,nj,ch,th,ng,bw,ns,ml,d
y,gw,mf,ms,oo,ii,uu,nkh,mph,n
th,nch,ngw,mny,mts
Week 8 Introduce letter sound Revise letter Introduce letter sound mkw Revise letter sound mkw Revise a,e,I,o,u,
mdz sound mdz k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,w,y,r,
nd,kh,dz,ph,ts,mt,kw,dw,mp,ny
,mv,mk,nj,ch,th,ng,bw,ns,ml,d
y,gw,mf,ms,oo,ii,uu,nkh,mph,n
th,nch,ngw,mny,mts,mdz,mkw
Week 9 Introduce letter sound Revise letter Introduce letter sound phw Revise letter sound phw Revise a,e,I,o,u,
thy sound thy k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,
nd,kh,dz,ph,ts,mt,kw,dw,mp,ny
,mv,mk,nj,ch,th,ng,bw,ns,ml,d
y,gw,mf,ms,oo,ii,uu,nkh,mph,n
th,nch,ngw,mny,mts,mdz,mkw,
thy,phw
Week 10 Introduce letter sound Revise letter Revise a,e,I,o,u, Assessment and Remediation
mtsw sound mtsw k,m,t,b,n,l,p,c,w,f,d,sg,j,z,v,y,r
,nd,kh,dz,phts,mt,kw,dw,mp,
ny,mv,mk,nj,ch,th,ng,bw,ns,
ml,dy,gw,mf,msoo,ii,uu,nkh,
mph,nthnch,ngw,mny,mts,m
dz,mkw,thy,phw,
mtsw
Week 11 Introduce letter sound Revise letter Introduce letter sound nkhw Revise letter sound nkhw Revise a,e,I,o,u,
mphw sound mphw k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,
nd,kh,dz,ph,ts,mt,kw,dw,mp,ny
,mv,mk,nj,ch,th,ng,bw,ns,ml,d
y,gw,mf,ms,oo,ii,uu,
nkh,mph,nth,nch,ngw,mny,mts
,mdz,mkw,thy,phw,mtsw,mph
w,nkhw

Pg 69
Week 12 Introduce letter sound Revise letter Reading skills: use sounds, Revise letter sound mphw, Revise a,e,I,o,u,
mnkhw sound mnkhw blends and syllables through nkhw, mnkhw k,m,t,b,n,l,p,c,w,f,d,s,g,j,z,v,y,r,
teacher directed and mw,mb,ndkh,dz,ph,ts,mt,kw,d
independent reading w,mp,ny,mv,mk,nj,ch,th,ng,bw
Writing skills: use sounds, ,ns,ml,dy,gw,mf,ms,oo,ii,uu,nk
blends and syllables for h,mph,nth,ngw,mny,mts,mdz,
independent and guided mkw,thy,phw,mtsw,mphw,nkh
writing w,mnkhw
Week 13 End of Term Assessment 21 sounds

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ICIBEMBA Term 1 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday

Week 1 Pre-reading/writing Pre- Pre-reading/writing Pre-reading/writing Pre-reading/writing

reading/writing
Week 2 Letter sound a A Letter sound e E Letter sound i I Letter sound o O Letter sound u U
Week 3 Introduce letter sound Revise letter Introduce letter sound bB Revise letter sound bB Revise work done nN bB
nN sound nN
Week 4 Introduce letter sound Revise letter Introduce letter sound kK Revise letter sound kK Revise work done mM kK
mM sound mM
Week 5 Introduce letter sound Revise letter Revise work done (all sounds Assessment and Remediation
lL sound lL taught)
Week 6 Introduce letter sound Revise letter Introduce letter sound cC Revise letter sound cC Revise work done
pP sound pP p c
Week 7 Introduce letter sound Revise letter Introduce letter sound sS Revise letter sound sS Revise work done
tT sound tT t s
Week 8 Introduce letter sound Revise letter Introduce letter sound wW Revise letter sound wW Revise work done
fF sound fF f w
Week 9 Introduce letter sound Revise letter Introduce letter sound jJ Revise letter sound jJ Revise work done
yY sound yY y j
Week 10 Introduce letter sound Revise letter Revise work done(select from Assessment and Remediation
ƞƞ sound ƞ ƞ all sounds taught)
Week 11 Introduce letter sound Revise letter Introduce letter sound sh Revise letter sound sh Revise work done ch sh
ch sound ch
Week 12 Introduce letter sound Revise letter Introduce letter sound mw Revise letter sound mw Revise work done bw mw
bw sound bw
Week 13 End of Term Assessment (all the work covered), 23 sounds

Pg 71
ICIBEMBA Term 2 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter sound Revise letter Introduce letter sound fw Revise letter sound fw Revise work done kw fw
kw sound kw
Week 2 Introduce letter sound Revise letter Introduce letter sound mf Revise letter sound mf Revise work done mb mf
mb sound mb
Week 3 Introduce letter sound Revise letter Introduce letter sound lw Revise letter sound lw Revise work done nk lw
nk sound nk
Week 4 Introduce letter sound Revise letter Introduce letter sound nt Revise letter sound nt Revise work done mp nt
mp sound mp
Week 5 Introduce letter sound Revise letter Revise work done (select from Assessment and Remediation
nc sound nc all sounds taught)
Week 6 Introduce letter sound Revise letter Introduce letter sound tw Revise letter sound tw Revise work done nd tw
nd sound nd
Week 7 Introduce letter sound Revise letter Introduce letter sound nj Revise letter sound nj Revise work done ns nj
ns sound ns
Week 8 Introduce letter sound Revise letter Introduce letter sound fy Revise letter sound fy Revise work done ng fy
ng sound ng
Week 9 Introduce letter sound Revise letter Introduce letter sound ny Revise letter sound ny Revise work done pw ny
pw sound pw
Week 10 Introduce letter sound Revise letter Revise work done (select from Assessment and Remediation
mbw sound mbw all sounds taught)
Week 11 Introduce letter sound Revise letter Introduce letter sound nsh Revise letter sound nsh Revise work done mbw nsh
nkw sound nkw
Week 12 Introduce letter sound Revise letter Introduce letter sound ndw Revise letter sound ndw Revise work done mfw ndw
mfw sound mfw
Week 13 End of Term Assessment (all the work covered), 22 sounds

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ICIBEMBA Term 3 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter sound Revise letter sound ntw Introduce letter sound Revise letter sound mfy Revise work done ntw
ntw mfy mfy
Week 2 Introduce letter sound Revise letter sound nsw Introduce letter sound Revise letter sound mby Revise work done nsw
nsw mby mby
Week 3 Introduce letter sound Revise letter sound Introduce letter sound Revise letter sound ndy Revise work done mpw
mpw mpw ndy ndy
Week 4 Introduce letter sound Revise letter sound mpy Revise ntw mfy Revise nsw mby Revise work done ntw,
ngw mfy, nsw, mby
Week 5 Reading skills: continue Reading skills: continue Reading skills: continue Assessment and Remediation
to use sounds, blends to use sounds, blends to use sounds, blends ntw, mfy, nsw, mby
and syllables through and syllables through and syllables through reading and writing
teacher directed and teacher directed and teacher directed and
independent reading independent reading independent reading
Writing skills: continue Writing skills: continue Writing skills: continue to
to use sounds, blends to use sounds, blends use sounds, blends and
and syllables for and syllables for syllables for independent
independent and independent and and guided writing
guided writing guided writing
Week 6 Reading skills: continue Reading skills: continue Reading skills: continue Reading skills: continue to Revise work done
to use sounds, blends to use sounds, blends to use sounds, blends use sounds, blends and
and syllables through and syllables through and syllables through syllables through teacher
teacher directed and teacher directed and teacher directed and directed and independent
independent reading independent reading independent reading reading
Writing skills: continue Writing skills: continue Writing skills: continue to Writing skills: continue to
to use sounds, blends to use sounds, blends use sounds, blends and use sounds, blends and
and syllables for and syllables for syllables for independent syllables for independent
independent and independent and and guided writing and guided writing
guided writing guided writing

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Week 7 Reading skills: continue Reading skills: continue Reading skills: continue Reading skills: continue to Revise work done
to use sounds, blends to use sounds, blends to use sounds, blends use sounds, blends and
and syllables through and syllables through and syllables through syllables through teacher
teacher directed and teacher directed and teacher directed and directed and independent
independent reading independent reading independent reading reading
Writing skills: continue Writing skills: continue Writing skills: continue to Writing skills: continue to
to use sounds, blends to use sounds, blends use sounds, blends and use sounds, blends and
and syllables for and syllables for syllables for independent syllables for independent
independent and independent and and guided writing and guided writing
guided writing guided writing
Week 8 Reading skills: continue Reading skills: continue Reading skills: continue Reading skills: continue to Revise work done
to use sounds, blends to use sounds, blends to use sounds, blends use sounds, blends and
and syllables through and syllables through and syllables through syllables through teacher
teacher directed and teacher directed and teacher directed and directed and independent
independent reading independent reading independent reading reading
Writing skills: continue Writing skills: continue Writing skills: continue to Writing skills: continue to
to use sounds, blends to use sounds, blends use sounds, blends and use sounds, blends and
and syllables for and syllables for syllables for independent syllables for independent
independent and independent and and guided writing and guided writing
guided writing guided writing
Week 9 Reading skills: continue Reading skills: continue Reading skills: continue Reading skills: continue to Revise work done
to use sounds, blends to use sounds, blends to use sounds, blends use sounds, blends and
and syllables through and syllables through and syllables through syllables through teacher
teacher directed and teacher directed and teacher directed and directed and independent
independent reading independent reading independent reading reading
Writing skills: continue Writing skills: continue Writing skills: continue to Writing skills: continue to
to use sounds, blends to use sounds, blends use sounds, blends and use sounds, blends and
and syllables for and syllables for syllables for independent syllables for independent
independent and independent and and guided writing and guided writing
guided writing guided writing
Week 10 Reading skills: continue Reading skills: continue Revise work done Assessment and Remediation
to use sounds, blends to use sounds, blends
and syllables through and syllables through
teacher directed and teacher directed and
independent reading independent reading
Writing skills: continue Writing skills: continue
to use sounds, blends to use sounds, blends

Pg 74
 and syllables for and syllables for
independent and independent and
guided writing guided writing

Week 11 Reading skills: continue Reading skills: continue Reading skills: continue Reading skills: continue to Revise work done
to use sounds, blends to use sounds, blends to use sounds, blends use sounds, blends and
and syllables through and syllables through and syllables through syllables through teacher
teacher directed and teacher directed and teacher directed and directed and independent
independent reading independent reading independent reading reading
Writing skills: continue Writing skills: continue Writing skills: continue to Writing skills: continue to
to use sounds, blends to use sounds, blends use sounds, blends and use sounds, blends and
and syllables for and syllables for syllables for independent syllables for independent
independent and independent and and guided writing and guided writing
guided writing guided writing
Week 12 Reading skills: continue Reading skills: continue Reading skills: continue Reading skills: continue to Revise work done
to use sounds, blends to use sounds, blends to use sounds, blends use sounds, blends and
and syllables through and syllables through and syllables through syllables through teacher
teacher directed and teacher directed and teacher directed and directed and independent
independent reading independent reading independent reading reading
Writing skills: continue Writing skills: continue Writing skills: continue to Writing skills: continue to
to use sounds, blends to use sounds, blends use sounds, blends and use sounds, blends and
and syllables for and syllables for syllables for independent syllables for independent
independent and independent and and guided writing and guided writing
guided writing guided writing
Week 13 End of Term Assessment, 7 sounds, reading and writing

Pg 75
Silozi Term 1 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Pre-reading/writing Pre- Pre-reading/writing Pre-reading/writing Pre-reading/writing
reading/writing
Week 2 Letter sound a A Letter sound eE Letter sound iI Letter sound o O Letter sound u U
Week 3 Introduce letter sound Revise letter Introduce letter sound nN Revise letter sound Revise work done (all the
lL sound l L nN vowels and sounds l L, n N)
Week 4 Introduce letter sound Revise letter Introduce letter sound Revise letter sound Revise work done (all the
bB sound b B kK kK vowels and sounds b B, k K)
Week 5 Introduce letter sound Revise letter Revise work done(all the Assessment and Remediation
mM sound m M vowels and sound m M) (all the vowels and sounds b B, k K, l L, n N, m M)
Week 6 Introduce letter sound Revise letter Introduce letter sound s S Revise letter sound Revise work done (all the
tT sound t T sS vowels and sounds t T, s S)
Week 7 Introduce letter sound Revise letter Introduce letter sound w W Revise letter sound Revise work done (all the
zZ sound z Z wW vowels and sounds z Z, w W)
Week 8 Introduce letter sound Revise letter Introduce letter sound h H Revise letter sound Revise work done(all the
yY sound y Y hH vowels and sounds y Y, h H)
Week 9 Introduce letter sound Revise letter Introduce letter sound f F Revise letter sound Revise work done (all the
pP sound p P fF vowels and sounds p P, f F)
Week 10 Introduce letter sound Revise letter Revise work done (all the Assessment and Remediation
ny NY sound ny NY vowels and sound ny NY) (all the vowels and sounds t T, s S, z Z, w W, y Y, h H, p P, f
F, ny NY)
Week 11 Introduce letter sound Revise letter Introduce letter sound c C Revise letter sound Revise work done (all the
ñÑ sound ñ Ñ cC vowels and sounds ñ Ñ, c
C)

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Week 12 Introduce letter sound Revise letter Introduce letter sound ng Revise letter sound Revise work done (all the
sh SH sound sh SH NG ng NG vowels and sounds sh SH,
ng NG)
Week 13 End of Term Assessment (all the vowels and sounds b B, k K, l L, n N, m M t T, s S, z Z, w W, y Y, h H, p P, f F, ny NY sh SH, ng NG, ), 23
sounds

Pg 77
SILOZI Term 2 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
Week 1 Introduce letter sound Revise letter Introduce letter sound aa AA Revise letter sound Revise work done (all the
ch CH sound aa AA vowels and sounds ch CH,
ch CH aa AA)
Week 2 Introduce letter sound Revise letter Introduce letter sound ii II Revise letter sound ii II Revise work done (all short
ee EE sound ee EE and long vowel sounds ee
EE, ii II)
Week 3 Introduce letter sound Revise letter Introduce letter sound uu UU Revise letter sound Revise work done (all short
oo OO sound uu UU and long vowel sounds oo
oo OO OO, uu UU)
Week 4 Introduce letter sound Revise letter Introduce letter sound nt NT Revise letter sound Revise work done (all the
nk NK sound nt NT vowels and sounds nk NK,
nk NK nt NT )
Week 5 Introduce letter sound Revise letter Revise work done (all the Assessment and Remediation
ns NS sound vowels and sound ns NS) (all the vowels and sounds ch CH, aa AA ee EE, ii II ,nk
ns NS oo OO, uu UU,NK, nt NT, ns NS)
Week 6 Introduce letter sound Revise letter Introduce letter sound nw NW Revise letter sound Revise work done (all the
nz NZ sound nw NW vowels and sounds nz NZ,
nz NZ nw NW)
Week 7 Introduce letter sound Revise letter Introduce letter sound nc Revise letter sound Revise work done (all the
nd ND sound NC nc NC vowels and sounds nd ND,
nd ND nc NC)
Week 8 Introduce letter sound Revise letter Introduce letter sound mb Revise letter sound Revise work done (all the
nj NJ sound MB mb MB vowels and sounds nj NJ,
nj NJ mb MB)

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Week 9 Introduce letter sound Revise letter Introduce letter sound lw LW Revise letter sound Revise work done (all the
mpw MPW sound lw LW vowels and sounds mpw
mpw MPW MPW, lw LW)
Week 10 Introduce letter sound Revise letter Revise work done(all the Assessment and Remediation (all the vowels and
bw BW sound vowels and sound bw BW) sounds nz NZ, nw NW, nd ND, nc NC, nj NJ, mb MB
bw BW mpw MPW, lw LW)
Week 11 Introduce letter sound Revise letter Introduce letter sound mw Revise letter sound Revise work done (all the
kw KW sound MW mw MW vowels and sounds kw KW,
kw KW mw MW)
Week 12 Introduce letter sound Revise letter Introduce letter sound yw YW Revise letter sound Revise work done (all the
zw ZW sound yw YW vowels and sounds zw ZW,
zw ZW yw YW)
Week 13 End of Term Assessment (all the vowels and sounds ch CH, aa AA ee EE, ii II ,nk oo OO, uu UU,NK, nt NT, ns NS, nz NZ, nw NW, nd ND, nc
NC, nj NJ, mb MB mpw MPW, lw LW, kw KW, mw MW, zw ZW, yw YW), 22 sounds

Pg 79
SILOZI Term 3 - Weekly Schedule
Monday Tuesday Wednesday Thursday Friday

Week 1 Introduce letter sound Revise letter Introduce letter sound pw PW Revise letter sound Revise work done (all the
hw HW sound pw PW vowels and sounds hw HW,
hw HW pw PW )
Week 2 Introduce letter sound Revise letter Introduce letter sound cw Revise letter sound Revise work done (all the
fw FW sound CW cw CW vowels and sounds fw FW,
fw FW cw CW)
Week 3 Introduce letter sound Revise letter Introduce letter sound ngw Revise letter sound Revise work done (all the
shw SHW sound NGW ngw NGW vowels and sounds shw
shw SHW SHW, ngw NGW)
Week 4 Introduce letter sound Revise letter Introduce letter sound ly LY Revise letter sound Revise work done (all the
by BY sound ly LY vowels and sounds by BY, ly
by BY LY)
Week 5 Introduce letter sound Revise letter Revise work done(all vowels Assessment and Remediation (all the vowels and
my MY sound and my MY) sounds hw HW, pw PW, fw FW, cw CW shw SHW, ngw
my MY NGW,BY, ly LY)
Week 6 Introduce letter sound Revise letter Introduce letter sound nkw Revise letter sound Revise work done (all the
py PY sound NKW nkw NKW vowels and sounds py PY,
py PY nkw NKW)
Week 7 Introduce letter sound Revise letter Introduce letter sound nsw Revise letter sound Revise work done (all the
ntw NTW sound NSW nsw NSW vowels and sounds ntw
ntw NTW NTW, nsw NSW)
Week 8 Introduce letter sound Revise letter Introduce letter sound ncw Revise letter sound Revise work done (all the
ndw NDW sound NCW ncw NCW vowels and sounds ndw
ndw NDW NDW, ncw NCW)

Pg 80
Week 9 Introduce letter sound Revise letter Introduce letter sound mbw Revise letter sound Revise work done (all the
nzw NZW sound MBW mbw MBW vowels and sounds nzw
nzw NZW NZW, mbw MBW)
Week 10 Introduce letter sound Revise letter Revise work done (all the Assessment and Remediation
mby MBY sound vowels and sound mby MBY) (all the vowels and sounds hw HW, pw PW, fw FW, cw
mby MBY CW shw SHW, ngw NGW,BY, ly LY py PY, nkw NKW ntw
NTW, nsw NSW ndw NDW, ncw NCW nzw NZW, mbw
MBW mby MBY)
Week 11 Introduce letter sound Revise letter Reading skills: Use sounds, Reading skills: use Revise work done (all the
mpy MPY sound blends and syllables through sounds, blends and vowels and sounds mpy
mpy MPY teacher directed and syllables through teacher MPY)
independent reading directed and
Writing skills: Use sounds, independent reading
blends and syllables for Writing skills: use sounds,
independent and guided blends and syllables for
writing independent and guided
writing
Week 12 Reading skills: use Reading skills: Reading skills: use sounds, Reading skills: use Revise work done
sounds, blends and use sounds, blends and syllables throughsounds, blends and
syllables through blends and teacher directed and syllables through teacher
teacher directed and syllables through independent reading directed and
independent reading teacher directed Writing skills: use sounds, independent reading
Writing skills: use and blends and syllables for Writing skills: use sounds,
sounds, blends and independent independent and guided blends and syllables for
syllables for reading writing independent and guided
independent and Writing skills: use writing
guided writing sounds, blends
and syllables for
independent
and guided
writing
Week 13 End of Term Assessment (all the vowels and sounds hw HW, pw PW, fw FW, cw CW shw SHW, ngw NGW,BY, ly LY py PY, nkw NKW ntw
NTW, nsw NSW ndw NDW, ncw NCW nzw NZW, mbw MBW mby MBY), 19 sounds

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Pg 82
 USAID/Zambia Read to Succeed Project
Creative Associates International
Private Bag E891, P.O. Box 642, Manda Hill, Katimamulilo Road, Olympia Park
Plot # 6831 – Lusaka, Zambia
Tel: +260-211-292610

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