FAQ
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It is a teacher-led, engaging, and interactive session designed to help learners develop foundational skills in alphabet knowledge, including uppercase and lowercase letter formation, sound recognition, using visual cues, word identification, and understanding phonics rules.
This is done during the last 8 mins of the Large Group Meeting session.
The teacher will guide the learners during the first 7
minutes as they name the day, describe the weather, talk about the month(s) of the year, sing appropriate songs, recite rhymes/poems.Â
Yes. Adventures with Letters and Sounds- Nursery Teachers’ Manual
will provide the necessary guidance to teachers.
The Adventures with Letters and Sounds: Nursery Teachers’ Manual features a comprehensive Scope and Sequence that outlines the key concepts along with suggested timeframes. Although it offers a structured guide, teachers are encouraged to revisit and reinforce concepts based on their classroom needs.
“During this session, teachers can utilise the resources:
Roriama Readers
Alphabet Charts
Sight Word Charts
Flashcards”
Teachers should start by teaching the alphabet in order to build a basic foundation
. However, it’s important to
later
introduce letters in a mixed order. Learning the alphabet in sequence can help some students, but it may also lead to memorisation without truly understanding each letter and its sound.
This session should be conducted daily for 10 minutes with the whole class and is designed to introduce learners to phonemic awareness, phonics, and vocabulary instructions.
Yes. Teachers are encouraged to apply the strategies outlined in the National Literacy Outline for Phonics Instruction Years 1 and 2
.Â
Teachers who choose not to use the provided outlines must still:
• Follow the order of concepts as presented in the Mapping Document for Nursery Phonics Instruction Year One and Two
which starts from simple to complex.
• Create a lesson plan to teach the Phonics Instruction session. Ensure the lesson plans address the skills outlined in the
National Literacy Standards and Benchmarks.
Essentially, teachers have flexibility in lesson plan design but must adhere to the overall curriculum guidelines and standards.
The outlines are to be used alongside the Revised Roraima Readers. Teachers can also utilise other materials such as alphabet charts, sight word charts, flashcards, etc.
Each concept is covered over a two-week period.
There is no set 10-day plan to follow. Instead, teachers should use the outline as a guide and teach manageable portions based on their learners’ individual needs. As a result, not all classes will progress at the same pace.
Phonics Activity Time gives learners a chance to do fun activities that help strengthen their phonemic awareness and phonics skills, building a solid base for reading. These activities should connect directly to what was taught during the Phonics Instruction session.
No, there isn’t a fixed 10-day plan. However, teachers are encouraged to use the first 7 days of the 10-day cycle for fun, hands-on literacy games and activities. During the last 3 days of the second week, learners can begin using the Literacy and Writing Skills Workbooks. This should be the final stage in their learning process for that concept.
Everyone will do seatwork at the same time.
Group Story Time gives learners a chance to better understand how reading works and helps them grow as readers. It can be done in both large and small groups.
During this session, both learners in Year One and Two will interact with Shared Reading, Guided Reading and Guided Writing following a 10-day schedule.
Yes. The Group Story Time document will provide the necessary guidance to teachers.
As stated in the Group Story Time
document, learners in Year 1, Terms 1 and 2, will take part in Shared Reading on day 1, followed by Guided Reading from days 2 to 10. Guided Writing begins in Year 1, Term 3, and continues through Year 2, Terms 1 to 3. This writing component is scheduled for the second week, specifically from Wednesday to Friday (days 7 to 10).
“Yes, the same text should be used throughout the entire 10-day cycle. Therefore, the Shared Reading session should link directly to the Guided Reading sessions.”
The teacher should work with small groups, each consisting of no more than six learners. Two groups will take turns reading, with each session lasting 10 minutes. Please note, that teachers are expected to provide individual guidance to each learner during reading.
The non-reading group will be expected to complete independent literacy-related activities for the 20 minutes.
Yes, the teacher is expected to work with small groups of no more than 6 learners. Please note that teachers are expected to provide individual guidance to each learner during writing.
No, the teacher should work with only one writing group each day, while the other groups spend the 20 minutes doing literacy-related activities.
This is when the teacher works closely with learners, helping them create a piece of writing based on the story they read during Shared and Guided Reading. Learners will talk about the story, draw, and write, using the story as a starting point to explore ideas more deeply and relate them to their own lives.
Learner who have trouble writing sentences or letters can start by drawing pictures, tracing captions and adding labels. Those learning to write full sentences can use tools like sentence strips, fill-in-the-blanks, and letter cards to support their learning.
Adventures with Letters and Sounds.
The ALS teacher’s Edition is the plan for the teachers to follow.
The ALS Learner’s Guide has all the charts containing concepts. It is for the learners.
The ALS follows the Renewed National Literacy Standards benchmarks.
The ALS books are used when teaching Letters and Sounds.
No need to plan lessons for teaching ALS. Use the Teacher’s Edition to teach the charts in the ALS. Let learners follow in the learner’s Guide.
Other materials are not necessarily needed when teaching ALS but the teacher is not restricted.
The ALS Learner’s Edition is to be used by the learners.
The ALS book can be used to meet the learning need of the learner/class at grades 1-4 and beyond.
ALS Workbook 1 – Used in Grade 1
ALS Workbook 2 – Used in Grade 2
ALS Workbook 3 – Used in Grade 3
ALS Workbook 4 – Used in Grade 4
To hasten the support in achieving readers by grade 4
You can teach a unit in the ALS or as long, or as short period as is required-once learners have grasped the concept.
During the Letters and Sounds period simply engage in repetitive drilling of the concepts on the charts. Writing is not required at this time.
Yes. Once the child or the class has mastered the concept on a chart, they can move on to another.
Yes. The Adventures with Letters and Sounds Workbooks provide an opportunity for practicing of learnt skills.
Yes, each learner and each teacher will have their own copy of the Adventures with Letters and Sounds Book and Workbook.
It is a two weeks or 10 days cycle.
Phonemic Awareness, Phonics, Grammar , Vocabulary, Comprehension, Reading and Seatwork
Phonemic Awareness, Phonics, Composition, Comprehension, Reading and Seatwork.
Large Group
Phonemic Awareness
Phonics
Mini-lesson
 Small Group
Reading & Oral Comprehension
Seatwork
If a day is skipped, try to analyze your timetable and Literacy Hour Structure to determine where the gaps can be filled.
Phonemic Awareness Activity
Mini- Lesson
Reading & Seatwork Activity
The learners will engage with seatwork activities.
Seatwork is where learners are meaningfully engage with activities in their various groups.
Yes, it should be done simultaneously.
No, follow the National Literacy Outline by your Grade.
The seatwork activities come from the mini lesson concepts that are taught on a daily basis.
A diagnostic Assessment, Reading age test or Reading scores from the child’s Report Card can be used to determine grouping.
No, activity sheets should be prepared and distributed to learners based on their abilities.
Yes, all learners should be engage with the same reading materials daily.
Yes, during the Mini-lesson: Comprehension on day 4 and 9.
The mini-lesson was design for teachers to teach for 10 minutes. This is where the teacher uses the 10 minutes to ensure learners master the concept for the subject areas of the day.
No, activities should be completed during seatwork for the mini-lesson taught.
You will be able to measure whether learners would have grasped the topic in the mini- lesson during the seatwork activities.
You will be able to measure whether learners would have grasped the topic in the Phonemic Awareness during the Phonic Time when learners are engage in completing the Phonics activity.
You will be able to measure whether learners would have grasped the topic in the Phonics during the Phonic Time when learners are engage in completing the Phonics activity.
No, some groups will read during the Reading Time outside of the Literacy Hour.
The learners should engage in seatwork activities based on the concept taught from the previous day during the mini lesson.
Use the Weekly Analysis Form to guide daily routine for reading.
The topics for Grammar and Vocabulary to teach during the Literacy hour will be found in the National Literacy Outline.
It is advised that the teacher divide the reading text to accommodate the 10-day cycle
No, on day 1 building background knowledge should be done.
Learners should engage with Sentence Practices
The Atlantic Reader and The Atlantic Reader Workbook 1 &2
Yes, all the groups will read daily.
No, only the basal readers should be used during the Literacy Hour and Reading Time.
No, the learners should not write in the readers.
Yes, the learners are allowed to write in the workbooks.
The composition topics will be found in the National Literacy Outline Grades 1 & 2.
No, only editing of Composition. It will be done just like the reading in the group setting and simultaneously with seatwork.
The teacher will need to plan his/her own lesson using the same concept in the National Literacy Outline.
It is a two weeks or 10 days cycle.
Phonemic Awareness, Phonics, Oral Vocabulary, Sentence Construction, Comprehension, Grammar, Vocabulary, Reading and Seatwork.
The Components in the 2nd week of the Literacy Studies cycle are; Phonemic Awareness, Phonics, Composition, Comprehension, Oral Sentence Expansion, Phonics Structure, Reading and Seatwork.
The components in the Literacy Hour Flow are:
Large Group:
Word Analysis
Mini-lesson
 Small Group:
Reading & Oral Comprehension
Seatwork
If a day is skipped, try to analyse your timetable and the Literacy Studies Structure to determine where the gaps can be filled.
The learners will engage with seatwork activities.
Seatwork is where learners are meaningfully engage with activities in their various groups.
Yes, it should be done simultaneously.
No, follow the National Literacy Outline by your Grade.
The seatwork activities come from the mini lesson concepts that are taught on a daily basis.
A diagnostic Assessment, Reading age test or Reading scores from the child’s Report Card can be used to determine grouping.
No, activity sheets should be prepared and distributed to learners based on their abilities.
Yes, all learners should be engage with the same reading materials daily.
Yes, during the Mini-lesson: Comprehension on day 4 and 9.
The mini-lesson was design for teachers to teach for 10 minutes. This is where the teacher uses the 10 minutes to ensure learners master the concept for the specific component of the day.
No, activities should be completed during seatwork for the mini-lesson taught.
You will be able to measure whether learners would have grasped the topic in the mini- lesson during the seatwork activities.
No, some groups will read during the Reading Time outside of the Literacy Studies.
The learners should engage in seatwork activities based on the concept taught from the previous day during the mini lesson.
Use the Weekly Analysis Form to guide daily routine for reading.
The topics for Grammar and Vocabulary to teach during the Literacy Studies will be found in the National Literacy Outline.
It is advised that the teacher divide the reading text to accommodate the 10-day cycle.
No, on day 1 building background knowledge should be done.
Learners should engage with Sentence Practices
The Basal Reader for the Literacy Studies are The Atlantic Reader and The Atlantic Reader Workbook 3 & 4.
Yes, all the groups will read daily.
No, only the basal readers should be used during the Literacy Hour and Reading Time.
No, on day 1 building background knowledge should be done.
No, the learners should not write in the readers.
Yes, the learners are allowed to write in the workbooks.
The composition topics can be found in the National Literacy Outlines for Grades 3 & 4.
No, only editing of Composition. This is similar to reading in a group setting reading and it is done simultaneously with seatwork.
The teacher will need to plan his/her own lesson using the same concept in the National Literacy Outline.