{"id":972,"date":"2025-05-28T17:55:49","date_gmt":"2025-05-28T17:55:49","guid":{"rendered":"https:\/\/app-test.moegy.org\/?page_id=972"},"modified":"2025-06-13T16:47:45","modified_gmt":"2025-06-13T16:47:45","slug":"972-2","status":"publish","type":"page","link":"https:\/\/nld.gov.gy\/?page_id=972","title":{"rendered":"Faq"},"content":{"rendered":" \n
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FAQ<\/h1><\/div>\n \n\n \n
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Home<\/h2><\/div>\n \n\n \n
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FAQ<\/h2><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n \n
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What is the Adventures with Letters and Sounds session?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When is the Adventures with Letters and Sounds session expected to be done?<\/span>
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This is done during the last 8 mins of the Large Group Meeting session.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is done during the first 7 mins of the Large Group Meeting?<\/span>
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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.\u00a0<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Is there an outline to guide teachers on how to facilitate Adventures with Letters and Sounds session?<\/span>
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Yes. Adventures with Letters and Sounds- Nursery Teachers\u2019 Manual
will provide the necessary guidance to teachers.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How long should learners spend on each concept during the Adventures with Letters and Sounds?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What materials can be used during the Adventures with Letters and Sounds?<\/span>
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“During this session, teachers can utilise the resources:
Roriama Readers
Alphabet Charts
Sight Word Charts
Flashcards”<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Are we expected to teach the Alphabetic Principles (Let’s Teach the Alphabet)
in order?<\/span>
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Teachers should start by teaching the alphabet in order to build a basic foundation
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n \n

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What is the Phonics Instruction session?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Is there an outline to guide teachers on how to facilitate Phonics Instruction session?<\/span>
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Yes. Teachers are encouraged to apply the strategies outlined in the National Literacy Outline for Phonics Instruction Years 1 and 2
.\u00a0<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the alternative approaches for teachers who choose not to use the National Literacy Outline for Phonics Instruction Years 1 and 2?<\/span>
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Teachers who choose not to use the provided outlines must still:
\u2022 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.
\u2022 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.
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What materials can be used during the Phonics Instruction session?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

“How long are learners expected to spend on a concept?”<\/span>
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Each concept is covered over a two-week period.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Is there a designated 10-day plan that teachers are expected to follow for Phonics instruction?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n \n

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What is Phonics Activity Time<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Is there a specific 10-day plan that teachers are required to use for Phonics Acivity Time?<\/span>
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No, there isn\u2019t 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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Are the learners expected to complete the workbooks in small groups?<\/span>
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Everyone will do seatwork at the same time.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n \n

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What is Group Story Time?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the components in Group Story Time?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Is there an outline to guide teachers on how to facilitate the Group Story Time session?<\/span>
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Yes. The Group Story Time document will provide the necessary guidance to teachers.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Is there a designated 10-day plan that teachers are expected to follow for Group Story Time?<\/span>
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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).<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

“Should learners use the same text for both Shared Reading and Guided Reading sessions?”<\/span>
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“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.”<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How many learners are expected to read during the Guided reading session?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What will the non-reading group do during the Guided Reading session?<\/span>
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The non-reading group will be expected to complete independent literacy-related activities for the 20 minutes.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Is Guided writing expected to be done in small groups?<\/span>
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Yes, the teacher is expected to work with small groups of no more than 6 learners.\u00a0 Please note that teachers are expected to provide individual guidance to each learner during writing.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will writing groups take turns throughout the day, allowing several groups to participate in writing activities on the same day?<\/span>
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No, the teacher should work with only one writing group each day, while the other groups spend the 20 minutes doing literacy-related activities.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the learners expected to write about during the Guided Writing session?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What should be done for those learners who are unable to write independently?<\/span>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n\n

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What is the ALS?<\/span>
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Adventures with Letters and Sounds.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is the difference between the ALS Teacher\u2019s Edition and the Learner\u2019s Guide?<\/span>
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The ALS teacher\u2019s Edition is the plan for the teachers to follow.
The ALS Learner\u2019s Guide has all the charts containing concepts. It is for the learners.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How do I incorporate ALS into the curriculum?<\/span>
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The ALS follows the Renewed National Literacy Standards benchmarks.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When do I teach with the ALS?<\/span>
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The ALS books are used when teaching Letters and Sounds.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Do I need to plan lessons when teaching with the ALS?<\/span>
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No need to plan lessons for teaching ALS. Use the Teacher\u2019s Edition to teach the charts in the ALS. Let learners follow in the learner\u2019s Guide.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Do I need to have other materials to teach when using the ALS?<\/span>
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Other materials are not necessarily needed when teaching ALS but the teacher is not restricted.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can my learners use the Adventures with Letters and Sounds (ALS) Texts?<\/span>
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The ALS Learner\u2019s Edition is to be used by the learners.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will I have a special Adventures with Letters and Sounds book for my class?<\/span>
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The ALS book can be used to meet the learning need of the learner\/class at grades 1-4 and beyond.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Does my class have a special Adventures with Letters and Sounds Workbook?<\/span>
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ALS Workbook 1 \u2013 Used in Grade 1
ALS Workbook 2 \u2013 Used in Grade 2
ALS Workbook 3 \u2013 Used in Grade 3
ALS Workbook 4 \u2013 Used in Grade 4<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Why was the ALS introduced?<\/span>
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To hasten the support in achieving readers by grade 4<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How long should I teach one unit in the ALS?<\/span>
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You can teach a unit in the ALS or as long, or as short period as is required-once learners have grasped the concept.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I let learners write and do activities during the 15 mins for ALS?<\/span>
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During the Letters and Sounds period simply engage in repetitive drilling of the concepts on the charts. Writing is not required at this time.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

If my class has mastered the concepts in the earlier units, can I skip and go to a unit that they need?<\/span>
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Yes. Once the child or the class has mastered the concept on a chart, they can move on to another.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will we have activities for the learners to work?<\/span>
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Yes. The Adventures with Letters and Sounds Workbooks provide an opportunity for practicing of learnt skills.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will I have my own book as the teacher or a learner?<\/span>
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Yes, each learner and each teacher will have their own copy of the Adventures with Letters and Sounds Book and Workbook.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n \n

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What is Literacy Hour?<\/span>
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It is a two weeks or 10 days cycle.<\/em><\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the components in the 1st week of the Literacy Hour cycle?<\/span>
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Phonemic Awareness, Phonics, Grammar , Vocabulary, Comprehension, Reading and Seatwork<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the components in the 2nd week of the Literacy Hour Cycle?<\/span>
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Phonemic Awareness, Phonics, Composition, Comprehension, Reading and Seatwork.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the components in the Literacy Hour Flow?<\/span>
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Large Group
Phonemic Awareness
Phonics
Mini-lesson
\u00a0Small Group
Reading & Oral Comprehension
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If I skip a day in the cycle, how and when will that day be catered for?<\/span>
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If a day is skipped, try to analyze your timetable and Literacy Hour Structure to determine where the gaps can be filled.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is the first activity I will engage learners in during the Literacy Hour?<\/span>
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Phonemic Awareness Activity<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is the second activity I will engage learners in during the Literacy Hour?<\/span>
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Phonics Activity<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is the third activity teachers I will engage learners with during the Literacy Hour?<\/span>
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Mini- Lesson<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is the fourth activity I will engage learners in during the Literacy Hour?<\/span>
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Reading & Seatwork Activity<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When I am reading with one group, what will the other learners in the different groups be doing?<\/span>
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The learners will engage with seatwork activities.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is Seatwork?<\/span>
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Seatwork is where learners are meaningfully engage with activities in their various groups.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will seatwork and reading be done at the same time?<\/span>
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Yes, it should be done simultaneously.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Do I need to have a lesson plan to teach Literacy Hour?<\/span>
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No, follow the National Literacy Outline by your Grade.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How will the I get the activities for the seatwork activities daily?<\/span>
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The seatwork activities come from the mini lesson concepts that are taught on a daily basis.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How will grouping be done to determine which group a child belong to?<\/span>
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A diagnostic Assessment, Reading age test or Reading scores from the child\u2019s Report Card can be used to determine grouping.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can all groups have the same activity sheet?<\/span>
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No, activity sheets should be prepared and distributed to learners based on their abilities.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will the learners read the same materials daily?<\/span>
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Yes, all learners should be engage with the same reading materials daily.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I read aloud to the learners?<\/span>
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\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
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Yes, during the Mini-lesson: Comprehension on day 4 and 9.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What should I do during the mini-lesson?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can the learners\u2019 complete activities during the mini-lesson?
<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, activities should be completed during seatwork for the mini-lesson taught.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When will I measure whether learners would have grasped the topic in the mini-lesson?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

You will be able to measure whether learners would have grasped the topic in the mini- lesson during the seatwork activities.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When will I measure whether learners would have grasped the topic in the Phonemic Awareness?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
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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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When will I measure whether learners would have grasped the topic in the Phonics?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will all the groups read during the Literacy Hour period?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
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No, some groups will read during the Reading Time outside of the Literacy Hour.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

If Reading is before the Literacy Hour on the timetable, what will the other groups be doing while teacher is reading with a group?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The learners should engage in seatwork activities based on the concept taught from the previous day during the mini lesson.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How do I track my groups as they read to ensure all learners read for the same number of minutes weekly?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Use the Weekly Analysis Form to guide daily routine for reading.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Where will I find the topics for the Grammar and Vocabulary to teach during the Literacy Hour?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The topics for Grammar and Vocabulary to teach during the Literacy hour will be found in the National Literacy Outline.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I allow learners to read the entire story in a day during the reading time?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

It is advised that the teacher divide the reading text to accommodate the 10-day cycle<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I begin reading the text on day 1?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, on day 1 building background knowledge should be done.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What should be done on day 2 during the small group setting for Reading?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Learners should engage with Sentence Practices<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is the basal Readers for Grade 1 & 2<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The Atlantic Reader and The Atlantic Reader Workbook 1 &2<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will all the groups read daily?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Yes, all the groups will read daily.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can I use any other reading text during the Literacy hour Reading time?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, only the basal readers should be used during the Literacy Hour and Reading Time.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can the learners write in the Atlantic Readers?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, the learners should not write in the readers.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can the learners write in the Atlantic Readers Workbooks?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Yes, the learners are allowed to write in the workbooks.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Where will I find the Composition topics?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The composition topics will be found in the National Literacy Outline Grades 1 & 2.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will reading be done on day 8?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, only editing of Composition. It will be done just like the reading in the group setting and simultaneously with seatwork.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

If I want to use my own strategies and style to teach a lesson in the National Literacy Hour Outline other than the ones presented?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The teacher will need to plan his\/her own lesson using the same concept in the National Literacy Outline.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n \n

<\/div>
\n
\"\"<\/figure>\n<\/div><\/div>\n \n\n \n
<\/div><\/div>
\n
\n
What is Literacy Studies?<\/span>
<\/svg><\/div>
<\/svg><\/div><\/div><\/a><\/div>
\n

It is a two weeks or 10 days cycle.<\/em><\/em><\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the components in the 1st week of the Literacy Studies Cycle?<\/span>
<\/svg><\/div>
<\/svg><\/div><\/div><\/a><\/div>
\n

Phonemic Awareness, Phonics, Oral Vocabulary, Sentence Construction, Comprehension, Grammar, Vocabulary, Reading and Seatwork.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the components in the 2nd week of the Literacy Hour Cycle?<\/span>
<\/svg><\/div>
<\/svg><\/div><\/div><\/a><\/div>
\n

The Components in the 2nd<\/sup> week of the Literacy Studies cycle are; Phonemic Awareness, Phonics, Composition, Comprehension, Oral Sentence Expansion, Phonics Structure, Reading and Seatwork.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the components in the Literacy Studies Flow?<\/span>
<\/svg><\/div>
<\/svg><\/div><\/div><\/a><\/div>
\n

The components in the Literacy Hour Flow are:
Large Group:
Word Analysis
Mini-lesson
\u00a0Small Group:
Reading & Oral Comprehension
Seatwork<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

If I skip a day in the cycle, how and when will that day be catered for?<\/span>
<\/svg><\/div>
<\/svg><\/div><\/div><\/a><\/div>
\n

If a day is skipped, try to analyse your timetable and the Literacy Studies Structure to determine where the gaps can be filled.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When I am reading with one group, what will the other learners in the different groups be doing?<\/span>
<\/svg><\/div>
<\/svg><\/div><\/div><\/a><\/div>
\n

The learners will engage with seatwork activities.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What is Seatwork?<\/span>
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\n

Seatwork is where learners are meaningfully engage with activities in their various groups.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will seatwork and reading be done at the same time?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Yes, it should be done simultaneously.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Do I need to have a lesson plan to teach Literacy Studies?<\/span>
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\n

No, follow the National Literacy Outline by your Grade.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How will I generate the activities for seatwork activities daily?<\/span>
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\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The seatwork activities come from the mini lesson concepts that are taught on a daily basis.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How will the grouping be done to determine which group a child belongs to?<\/span>
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A diagnostic Assessment, Reading age test or Reading scores from the child\u2019s Report Card can be used to determine grouping.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can all groups have the same activity sheet?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, activity sheets should be prepared and distributed to learners based on their abilities.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will the learners read the same materials daily?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Yes, all learners should be engage with the same reading materials daily.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I read aloud to the learners?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Yes, during the Mini-lesson: Comprehension on day 4 and 9.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What should I do during the mini-lesson?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

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.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can the learners\u2019 complete activities during the mini-lesson?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, activities should be completed during seatwork for the mini-lesson taught.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

When will I measure whether learners would have grasped the topic in the mini-lesson?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

You will be able to measure whether learners would have grasped the topic in the mini- lesson during the seatwork activities.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will all the groups read during the Literacy Studies period?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, some groups will read during the Reading Time outside of the Literacy Studies.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

If Reading is before the Literacy Studies on the timetable, what will the other groups be doing while teacher is reading with a group?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The learners should engage in seatwork activities based on the concept taught from the previous day during the mini lesson.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

How do I track my groups as they read to ensure all learners read for the same number of minutes weekly?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Use the Weekly Analysis Form to guide daily routine for reading.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Where will I find the topics for the Grammar and Vocabulary to teach during the Literacy Studies?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The topics for Grammar and Vocabulary to teach during the Literacy Studies will be found in the National Literacy Outline.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I allow learners to read the entire story in a day during the reading time?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

It is advised that the teacher divide the reading text to accommodate the 10-day cycle.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I begin reading the text on Day 1?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, on day 1 building background knowledge should be done.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What should be done on Day 2 during the small group setting for Reading?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Learners should engage with Sentence Practices<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

What are the Basal Readers for Grade 3 & 4?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The Basal Reader for the Literacy Studies are The Atlantic Reader and The Atlantic Reader Workbook 3 & 4.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will all the groups read daily?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Yes, all the groups will read daily.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can I use any other reading text during the Literacy hour Reading time?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, only the basal readers should be used during the Literacy Hour and Reading Time.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Should I begin reading the text on day 1?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, on day 1 building background knowledge should be done.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can the learners write in the Atlantic Readers?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, the learners should not write in the readers.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Can the learners write in the Atlantic Readers Workbooks?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

Yes, the learners are allowed to write in the workbooks.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Where will I find the Composition topics?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The composition topics can be found in the National Literacy Outlines for Grades 3 & 4.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

Will reading be done on Day 8?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

No, only editing of Composition. This is similar to reading in a group setting reading and it is done simultaneously with seatwork.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n \n\n \n

If I want to use my own strategies and style to teach a lesson in the National Literacy Studies Outline other than the ones presented?<\/span>
\ndown-arrow1<\/title>\n<\/path>\n<\/svg><\/div>
\nup-arrow<\/title>\n<\/path>\n<\/svg><\/div><\/div><\/a><\/div>
\n

The teacher will need to plan his\/her own lesson using the same concept in the National Literacy Outline.<\/p><\/div><\/div>\n <\/div><\/div><\/div><\/div>\n <\/div><\/div>\n <\/div><\/div>\n \n\n\n

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