Ministry of Education

National Literacy Department

READING
EVOLUTION &
ACHIEVEMENT
PROGRAMME
GUIDANCE BOOKLET

SECONDARY
September 2023
Foreword
The Ministry of Education is dedicated to providing the best possible education to all learners.
This education process includes tailored programmes that develop language skills and promote
reading and writing development. Parents and caregivers are expected to provide home-based
assistance as well as create a secure and nurturing environment. Teachers must be dedicated to
ensuring every learner succeeds both inside and outside the classroom. As such, schools must
foster a collaborative and inclusive learning environment where learners feel supported and
valued. This can be achieved through the use of differentiated instruction and by creating and
maintaining a positive school culture that celebrates diversity and individual strengths.

The Reading Evolution and Achievement Programme (REAP) is a tool designed to help learners
build knowledge at different grade levels, allowing teachers to provide personalized instruction.
It encourages learners to explore diverse texts, develop critical thinking skills, and foster a love
for reading and lifelong learning by incorporating it into daily learning.

REAP aims to provide personalized teaching experiences for all learners by identifying their
successes and struggles and areas requiring additional support. This comprehensive approach
ensures that each learner receives the necessary tools and support to meet their reading age,
surpass expectations, and thrive academically. The programme aims to help the prepared teacher
become a successful teacher and to help learners reach their reading age and excel.

I trust that all teachers will reassure learners and their families that the reading levels of the
learners can improve with the implementation of this programme. I genuinely appreciate and
laud you, the dedicated Guyanese educators, who diligently collaborated to construct this
programme. My aim is that this tool will be useful and be considered very valuable.

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 2

 Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Description of the Components of Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Page Number Reference for Each Component of REAP . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Target Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Assessment: Screening, Diagnostic, Continuous, and Exit . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Flow of the School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Five-Step Implementation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Parent Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 3

Introduction

The Ministry of Education acknowledges that there are significant gaps in primary literacy skills
acquisition, with a higher percentage of learners reading three or four ages below their age and
grade levels. An analysis of the One-Minute Reading Age Test conducted during the August term
2023, showed that many learners at the primary and secondary levels are still reading below the
reading level.

As a result, the Ministry of Education is working to improve literacy rates across the country, since
literacy skills are essential for personal development and societal progress. To do this, the Reading
Evolution and Achievement Programme (REAP) was developed to improve learners’ literacy
skills from nursery to secondary. This three-tiered programme provides targeted interventions,
assessments, and innovative teaching methods to enhance reading, writing, and comprehension
skills. The programme empowers individuals to succeed academically and contribute effectively
to society.

The programme comprises a teacher’s manual, a workbook, and a reader for each tier. The lessons
promote and build skills in word recognition, phonological awareness, vocabulary, fluency,
comprehension, grammar, and life skills. These are designed to involve learners in reading
activities, building literacy skills, and fostering independence. These resources provide a
comprehensive approach to literacy development and foster a lifelong passion for learning.

To promote the development of literacy, the Ministry of Education requires collaboration between
parents, schools, teachers, learners, and the wider community. Schools must administer the One-
Minute Reading Age Test to screen and assign learners to appropriate tiers; selected parts of the
English Language Arts components of the Guyana Diagnostic Assessment - English Language
Arts tool to build the learner’s Reader Profile; Continuous Assessment to track the learners’
progress; and, the Exit Assessment to move learners from one tier to the next.

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 4

Resources
Teacher’s Manual
The teacher's manual contains a series of lessons at each tier, expected to be delivered within six
to eight weeks, depending on learners' pace, abilities, and readiness. Teachers are encouraged to
use the manual as a teaching tool and guide, but additional tasks and strategies are recommended
to support the use of REAP.

Reader and Workbook

The workbook and reader at each tier are designed to involve learners in activities that build
literacy skills and foster independent learning. The workbook includes exercises on phonics,
vocabulary, and grammar, while the reader offers engaging stories and texts catering to different
interests and reading levels.

Lesson Extension Guide

Use this supplementary guide to extend learning in vocabulary, spelling, comprehension, and
composition.

Description of the Components of Literacy

As you navigate the lessons in each book, use these descriptions to guide how you deliver each
component.
Components Description
Phonemic Awareness The ability to detect and manipulate the smallest units (i.e., phonemes) of spoken language.
For example, recognition that the word cat includes three distinct sounds or phonemes
represents phonemic awareness. Individuals with phonemic awareness can blend phonemes to
form spoken words, segment spoken words into their constituent phonemes, delete phonemes
from spoken words, add phonemes, and substitute phonemes.
Phonics An approach to teaching reading that emphasizes the systematic relationship between the
sounds of language and the graphemes (i.e., letters or letter combinations) that represent those
sounds. Learners apply this knowledge to decode printed words.
Vocabulary The words known or used by a person or group, or a set of words compiled from written or
oral sources. Contrast this definition to that of lexicon, which is all the words of a language.
Fluency The ability to act (speak, read, write) with ease and accuracy. Research indicates that oral
reading fluency is the ability to read text accurately, with sufficient speed, prosody, and
expression. It is an essential component of reading because it permits the reader to focus on
constructing meaning from the text rather than on decoding words.
Comprehension Making meaning of what is viewed, read, or heard. Comprehension includes understanding
what is expressed outright or implied as well as interpreting what is viewed, read, or heard by
drawing on one's knowledge and experiences. Comprehension may also involve application
and critical examination of the message in terms of intent, rhetorical choices, and credibility.
Grammar Typical understandings of grammar include a prescribed sequence of vocabulary items that
agree according to the rules of a given language or dialect.
Composition Making meaning of what is viewed, read, or heard. Comprehension includes understanding
what is expressed outright or implied as well as interpreting what is viewed, read, or heard by
drawing on one's knowledge and experiences. Comprehension may also involve application
and critical examination of the message in terms of intent, rhetorical choices, and credibility.
International Literacy Association Literacy Glossary https://www.literacyworldwide.org/get-resources/literacy-glossary

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 5

Page Number Reference for Each Component of REAP
(Note: Page 1 for the Teacher’s Manual begins on the first page of Lesson 1.)
Tier 1

Teacher’s
Skill Manual Pages Reader Pages Workbook Pages
Phonemic 2, 4, 7, 9, 10, 11, 2, 6, 7, 8, 12, 16,
Awareness 14, 15, 16, 17, 19, 23, 27, 30, 31, 33
21, 22, 23, 24, 26,
27, 33, 37, 39, 41
Phonics 1, 2, 3, 4, 5, 6, 7, 9, 3, 6, 9, 10, 11, 12,
10, 11, 14, 15, 16, 14, 15, 18, 21, 22,
17, 18, 19, 20, 21, 24, 25, 29, 30, 34
22, 23, 24, 26, 27,
29, 30, 32, 33, 36,
38, 39
Vocabulary 6, 8, 12, 15, 18, 22, 32
41

Fluency 14, 15, 18, 23, 29 1, 11, 12,15, 18, 5, 12

21, 23, 26, 30, 31,
35, 39
Comprehension 3, 5, 8, 12, 13, 16, 1, 11, 12,15, 18, 32
20, 22, 25, 28, 29, 21, 23, 26, 30, 31,
30, 33, 34, 37, 38, 35, 39
40
Spelling 32, 38

Grammar 1, 2, 4, 5, 6, 9, 11, 5, 12, 17, 19, 20,

14, 18, 27, 34, 38 26
Composition

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 6

 Tier 2
Teacher’s
Skill Manual Pages Reader Pages Workbook Pages
Phonemic 2, 6, 11, 15, 19, 20, 1, 4, 7, 8, 11, 21,
Awareness 23, 27, 31, 34, 35, 40, 22, 25, 33, 37, 40,
44, 48, 50, 51, 52, 54, 44, 45, 47
55
Phonics 1, 1, 4, 7, 8, 11, 13,
2, 3, 5, 6, 7, 8, 9, 10, 17, 20, 23, 25, 26,
11, 14, 15, 18, 19, 22, 30, 35, 36, 37, 40,
23, 24, 26, 27, 31, 32, 42, 45
34, 39, 40, 42,
43, 44, 46, 48, 50, 51,
52, 53, 54, 55
Vocabulary 1, 3, 5, 7, 8, 9, 11, 13, 3, 6, 7, 11, 12, 14,
14, 18, 20, 22, 24, 26, 16, 17, 18, 19, 20,
29, 30, 32, 34, 36, 37, 22, 23, 25, 26, 28,
38, 40, 42, 44, 46, 47, 29, 30, 33, 35, 36,
48, 49, 51, 52 39, 41, 42
Fluency 1, 5, 7, 9, 11, 14, 16, 1, 5, 8, 14, 15, 9, 13, 14
19, 21, 23, 24, 28, 32, 19, 25, 31, 40,
35, 37, 39, 43, 44, 47, 43, 47
49, 52, 55
Comprehension 1, 5, 12, 14, 19, 23, 4, 13, 18, 24, 9, 13, 15, 21
26, 31, 35, 39, 43, 47, 30, 39
52

Spelling 14, 17, 29, 50

Grammar 1, 2, 5, 6, 9, 10, 14, 2, 5, 6, 9, 10, 16,

15, 16, 19, 22, 26, 34, 22, 24, 27, 32, 34,
43, 44, 45, 51 38, 43, 44, 45, 46,
47
Composition

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 7

 Tier 3

Teacher’s
Skill Manual Pages Reader Pages Workbook Pages
Phonemic 1, 2, 6, 7, 11, 12, 5, 9, 13, 21
Awareness 15, 16, 19, 22,
25, 28, 30, 33, 36

Phonics 1, 2, 3, 6, 7, 8, 1, 2, 3, 4, 6, 7, 8,
11, 12, 15, 16, 10, 11, 12, 13, 14,
19, 22, 25, 30, 15, 16, 17, 18, 20,
31, 33, 36, 37 22, 23, 24, 25, 26,
27, 29, 31, 32, 33,
35, 37, 43, 44
Vocabulary 5, 24, 25, 33, 36 6, 7, 8, 12, 16,
17, 20, 23, 24, 26,
32, 39, 42
Fluency 4, 9, 13, 17, 19, 1, 4, 7, 10, 13, 2, 6, 7, 10, 12, 16,
23, 26, 27, 29, 17, 20, 23, 26, 17, 20, 24, 26, 27,
32, 34, 38 30, 34 30, 31, 32, 34, 39,
41, 42, 43
Comprehension 4, 9, 13, 17, 19, 1, 4, 7, 9, 10,
23, 26, 27, 29, 12, 13, 16, 17,
32, 34, 38 19, 20, 23, 25,
26, 29, 30, 33,
34
Spelling 4, 9, 16, 19, 20, 1, 3, 4, 11, 14, 15,
22, 23, 32 16, 18, 20, 22, 30,
34, 35, 36, 40, 41,
43, 45
Grammar 6, 10, 14, 15, 17 30, 34, 41, 43
Composition 24, 34, 39

Target Groups
The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 8
The following provides guidance on how tiered-level groups can be created and organised.

These groups will engage in REAP for seven periods per week.
Learners of grades 7–9 in List B schools (SEP classes only)
Learners of grades 7–9 in List B school mainstream classes who need the intervention
Learners of grades 7–9 in List C–D schools and primary tops
Learners of grade 10 in List C–D schools who need the intervention

• During the intervention time, learners will be grouped according to tier level and not
grade level and will be assigned a tier-level teacher who may not necessarily be the
grade level teacher.
• The teachers are not required to create lesson plans for REAP but are encouraged to use
the manual as the teaching tool and guide. Additional activities that are necessary can be
developed.
• Learners who are reading at their grade level do not need the intervention and must
access regular grade-level instruction using the national and school timetables.
• Headteachers can solicit the support of parents and wider community members (using
rigorous screening protocols) to assist teachers within the classroom and provide more
individualized attention for learners who are severely struggling.

Assessment: Screening, Diagnostic, Continuous, and Exit

Screening with the One-Minute Reading Age Test
Conduct the One-Minute Reading Age Test to assign the learners to a specific tier of the
intervention.
Tier One Tier Two Tier Three
If the reading age is 3 If the reading age is 2 If the reading age is 1
years or more below their years below their year below their
chronological age. chronological age. chronological age.

Once the assessment is completed the learners must be assigned to their tiered class.
If learners cannot read any words confidently, they will begin at Tier 1.

Guyana Diagnostic Assessment–English Language Arts

The Story Writing and Passage Reading data from the Guyana Diagnostic Assessment—English
Language Arts should be used to build the learner’s Reader Profile. From the Reader Profile the
teacher will know the skills the learner has mastered and the weaknesses to be developed. The
administration of the assessment must be completed by the end of the second week of the school
term.
Use the table below to identify which passage the learners should be able to read for the Passage
Reading data. The passages are selected based on the tier to which the learner is assigned after
screening.
The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 9
 Grade
Assigned Tier
Level Title of Passage
Year 2 The Missing Pencil
Grade 1 The Game Tier 1
Grade 2 Ray and his Books
Grade 3 Phagwah Day at School
Grade 4 The Best Tool for the Job Tier 2
Grade 5 Friends
Grade 6 The Race
Grade 7 Show This Guy What You Can Do Tier 3
Grade 8 Wakenaam’s Vidia Roopchand Among
Scientists Working on COVID-19 Vaccine

Reader Profile
The teacher must create a Reader Profile for each learner to highlight their strengths and identify
areas of need. This profile can be created using the Guyana Diagnostic Assessment—English
Language Arts and continues through the conduct of Continuous Assessment and the
administrations of the Exit Assessment of the tier(s) the learner completed.

Passage Reading Story Writing

• The administration of the assessment must be completed by the end of the second week of
the school term.
• The entire Diagnostic must be administered.
• Tiered-level instruction must begin before the third week of the term, and each tier should
run for no more than eight weeks using the manual, reader, workbook, extension lesson guide
and other resources and strategies.
• Acceleration during assigned tiers can be done by starting from the middle or reassigning
learners if they exceed predetermined levels.
• Teachers must be cautious and ensure learners master basic skills before moving to the next
tier.

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 10

Continuous Assessment
Teachers should track learners’ reading journeys every two weeks by using simple assessments,
such as games and quizzes, that are based on the elements of literacy. Also, they must give
parents/guardians updates on learners’ progress.

Notes Every Two Weeks

Skill Week 2 Week 4 Week 6 Week 8

Phonics

Vocabulary

Reading Fluency
Reading
Comprehension
There should be a separate set of Notes for each tier a learner completes.

Exit Assessment
• The Exit Assessment assesses learners’ literacy skills developed during the intervention. At
the end of a tier assigned, the learner must complete an Exit Assessment with a minimum
score of 85%. If a learner scores less than 85%, the teacher must review areas requiring
support and provide intensive instructions over two weeks.
• If a learner completes Tier 1 or Tier 2 and reads at his or her age level, he or she no longer
requires intervention and can be reintegrated into the mainstream grade-level class.
• The programme should be discontinued when a learner begins reading at his or her grade
level by the end of a tier.
• There is no Annual Examination for these learners, but parents/guardians must receive a
report statement on his or her child’s literacy performance in reading, word recognition, and
comprehension at the end of every tier.
• The information collected should be presented on the Exit Assessment Score Sheet.

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 11

Layout of Exit Assessment
Tier 1 Skills Assessed Marks
Section A: Part 1: Initial Sound Identification 10
Phonemic Part 2: Rhyme Identification 5
Awareness and Phonics Part 3: Letter Recognition 15
Part 4: Word Recognition 15
Section B: Part 5: Fluency 5
Fluency and Comprehension Part 6: Comprehension 10
Section C: Part 7: Grammar 10
Grammar, Spelling, Part 8: Spelling 5
and Vocabulary Part 9: Vocabulary 5
Section D: Composition Part 10: Content or Focus Vocabulary 10
Part 11: Organisation 5
Part 12: Language and Usage 5
Total Marks 100

Tier 2 Skills Assessed Marks

Section A: Part 1: Phoneme Segmentation 10
Phonemic Part 2: Phoneme Addition 5
Awareness and Phonics Part 3: Digraph Identification 15
Part 4: Word Family Word Recognition 15
Section B: Part 5: Fluency 5
Fluency and Comprehension Part 6: Comprehension 10
Section C: Part 7: Grammar 10
Grammar, Spelling, Part 8: Spelling 5
and Vocabulary Part 9: Vocabulary 5
Section D: Composition Part 10: Content or Focus Vocabulary 10
Part 11: Organisation 5
Part 12: Language and Usage 5
Total Marks 100

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 12

 Tier 3 Skills Assessed Marks
Section A: Part 1: Phoneme Deletion 10
Phonemic Part 2: Phoneme Substitution 5
Awareness and Phonics Part 3: Identification of Vowel Pairs 15
Part 4: Word Recognition 15
Section B: Part 5: Fluency 5
Fluency and Comprehension Part 6: Comprehension 10
Section C: Part 7: Grammar 10
Grammar, Spelling, Part 8: Spelling 5
and Vocabulary Part 9: Vocabulary 5
Section D: Composition Part 10: Content or Focus Vocabulary 10
Part 11: Organisation 5
Part 12: Language and Usage 5
Total Marks 100

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 13

Flow of the School Day
The teachers of the English Department and any other teacher who can deliver the reading
lessons will work with the Grades 7–9 learners who need this intervention for seven periods in
tiered level spaces. Headteachers can solicit the support of parents and wider community
members (using rigorous screening protocols) to assist teachers within the classroom and provide
more individualized attention to learners who are severely struggling.
• All tiered-level classes should be done at the same time.
• The instructions received during REAP would be adequate for the English A requirement.
Additional activities will be given to support the elements covered in REAP.

Sample Timetable
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
General
08:30-08:45 Assembly and Registration
Assembly
08:45-09:15 Literacy (Sight Word Instruction and Phonics)

09:15-09:35 Reading (Reader) Read Aloud

09:35-10:05 Comprehension Composition Comprehension Composition Composition

10:05-10:35 Grammar Vocabulary Grammar Vocabulary Spelling
10:35-10:50 B R E A K
Information
10:50-11:30 Social studies Mathematics Integrated Science TVET Subject
Technology
11:30-12:30 L U N C H
12:30-12:40 Assembly and Registration
12:40-13:20 TVET Subject Social Studies Integrated Physical
Mathematics
13:20-14:00 TVET Subject Social Studies Science Education

14:00-14:25 TVET Practical TVET Practical English English TVET Practical

14:25-14:30 Reflections and Dismissal

• Tiered-level instruction must begin before or by the third week of the term, and each tier
should run for no more than eight weeks using the manual, reader, workbooks, and other
resources and strategies.
• Acceleration during assigned tiers can be done by starting from the middle or reassigning
learners if they exceed predetermined levels.
• Teachers must be cautious and ensure learners master basic skills before moving to the
next tier.
• The teacher must first create a Reader Profile for each learner to highlight where they
started from and how they are progressing through the programme. This can be created
from the Guyana Diagnostic Assessment and continuation of it can be done through the
Continuous Assessment and the Exit Assessment of the tier(s) the learner completed.

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 14

Teacher Observation of Learner’s Progress
Date: Learner 1 Learner 2 Learner 3 Learner 4
Name of Learner
Focus Area

Note

Through each lesson the teacher has to develop a form of tracking learners. Observation can be
done for at least four learners each day. This can be done through a simple rubric.

Five-Step Implementation Process

Step 1: Training
The National Literacy Department through its Regional Literacy Units will be responsible for
training educators and teachers who will support learners during the programme. The
headteacher will monitor the daily operations of the literacy programmes and maintain
attendance registers. Additionally, the headteacher will conduct initial meetings and conferences
with parents / guardians to sensitize them about the programme and its implications for their
children. Headteachers should enlist the support of the District Education Officers and the
Regional Literacy Coordinators at these meetings.

Step 2: Assessment
All learners must be assigned to their appropriate tier level after the administration of the One-
Minute Reading Age Test. The Guyana Diagnostics Assessment should be done to find out the
skills mastered before the intervention.

Step 3: Tier Assignment and Monitoring

The headteacher must assign teachers to the tiered classes, monitor the implementation of the
programme, and ensure that teachers track each learner’s progress. Once a group of learners
completes the programme and no longer needs the intervention, they must be reintegrated into
the classroom and access the national timetable. REAP will cease when all learners are reading at
their grade level.

Step 4: Implementation and Support

The teachers must conduct Continuous Assessments every two weeks and work with parents to
provide feedback on how learners are progressing. Referral for further screening may be made
for learners who have additional challenges to a Special Education Needs Officer.

Step 5: Exit Assessment

At the completion of a tier, the Exit Assessment for that tier must be administered and graded.
The learners must be issued with a report detailing their progress.

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 15

Monitoring and Evaluation of REAP
The programme within the school will be monitored and a report will be completed by each
teacher for each tiered class. The headteacher will summarise the teacher’s reports and submit
the summary to the Regional Literacy Coordinator. The Regional Literacy Coordinator will then
submit a compilation of the region’s report to the District Education Officers and to the National
Literacy Department.

The Departments of Education and the Regional Literacy Coordinators along with the Regional
Literacy Trainers as they implement the literacy programme will conduct weekly monitoring
visits. On-the-spot training, lesson demonstrations, coaching, and mentoring must follow each
visit. Reports must be compiled and submitted to the National Literacy Department.

Additionally, a data base of all learners accessing the programme must be created by schools and
tracked by the monitoring team. The team must establish a database that identifies the teachers
who were visited, and which training sessions were conducted.

The National Literacy Department will give oversight and ensure that all reports are completed
and that the implemented process is in keeping with the expected deliverables.

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 16

Report Format for the Class Teacher
The National Literacy Department of the Ministry of Education
The Reading Evolution and Achievement Programme (REAP) Class Report
Name of Teacher Tier
Number of Learners Average Attendance

Entry Number of Number of Exit

Reading Sessions Lessons Reading
No Name of Learner Age Level Attended Completed Level

Successes

Challenges

Follow Up

Teacher’s Signature Date

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 17

Report Format for the Headteacher
The National Literacy Department of the Ministry of Education
The Reading Evolution and Achievement Programme (REAP) School Report
Overall Progress of the Programme by Grade Levels
Name of School Number of Learners

Month Grade of School

Tier 1 Tier 2 Tier 3 Remarks

No. of No. of No. of
Learners No. of Learners No. of Learners No. of
No. of Showing Learners No. of Showing Learners No. of Showing Learners
Gr Learners Progress Completed Learners Progress Completed Learners Progress Completed

Overall Progress by Lessons Observed

Tier 1 Tier 2 Tier 3
Number Observed
Number Completed
Successes
Challenges
Headteacher’s Signature Date

The Reading Evolution and Achievement Programme Guidance Booklet, Secondary 18

 The National Literacy Department of the Ministry of Education
Observation Checklist
Reading Evolution and Achievement Programme Lesson
Name of School Number of Learners
Month Grade of School

Please put a tick (✓) in the appropriate box using the scale below.
Satisfactory (S) Needs Improvement (NI)
Observation S NI Remarks
Evidence of advanced planning and preparation
1 through the materials created to deliver the
lesson.
The teacher states the objectives for the class
2
session.
Captures and maintains learners’ attention
3
throughout the lesson.

4 Activates learners’ previous knowledge.

Connects material to real-world examples or

5
learners’ interests.
Models and demonstrates the skills learners are
6 expected to master.

Checks understanding through targeted questions

7
or activities.
Provides opportunities for learner-to-learner
8 interaction and discussion.

9 Allows learners to ask questions.

10 Breaks down complex ideas into simple parts.

Uses multimodal methods for teaching: visual,
auditory, kinesthetic activities, images, cases,
11
problem-solving, writing activities, group work,
etc.
Provides clear and explicit instructions and
12
explanations.
Provides opportunities for learners to choose
13
activities.
Provides a summary of key points or ideas that
14 includes a transition to the next lesson.

19
Teacher

1 Addresses learners by name.

2 Exhibits enthusiasm about the topic.

3 Demonstrates respect when responding to learners.

Manages discussions among the high and low

4
responders.
Makes eye contact with learners in various parts of
5
the classroom.
Uses statements or examples that do not assume that
6 learners share a common cultural perspective.

Prompts all learners equally for responses to

7
questions.
Learners

1 Read to the teacher.

2 Participate in the activities.

Ask questions to clarify misunderstandings or

3
unclear concepts.

4 Demonstrate empathy for others.

Collaborate and work in groups to complete

5
tasks assigned.
Engage in self-directed learning using
6 materials that are available within the
classroom.
Respond to the changing dynamics within the
7
classroom.

Strengths of the Teacher

Areas for Improvement

Follow-Up Visit

Coaching/On-the-Spot Training

Name of the Supervisor Date

20
Parent Engagement
The headteacher must monitor the daily operations of the literacy in-school intervention and
maintain attendance registers. Headteachers must conduct meetings with parents whose
children will be accessing the intervention programme to inform them of the initiative and to
describe ways in which they can support their children’s journey throughout the intervention.
Schools should engage parents/guardians in partnership and team-building sessions using a
variety of strategies. The suggested strategies include and are not limited to those that follow.

Parent Nights
Parents can be invited for an afternoon of listening to stories read by their children. Parents can
also bring books and read stories to the children. Learners can also display art and dramatize the
stories they are reading.

Open Day
Invite parents to view the work of their children. The learners’ workbooks and other products
they have done during the class sessions can be displayed and parents can visit to listen to their
children talk about what they have been learning.
Father/Child Day
Invite fathers to read with or to their children or to participate in games and other activities to
bond with their children.
Book Displays
Encourage children to create and write (with support from their teacher) their own mini-stories
to share with others.
Readers Theatre
Encourage learners to dress as characters in the story or make face masks for characters and use
the masks to talk about the story they are reading.
Family Reading Picnic
Encourage parents to bring a basket of books instead of food and read stories to or with their
child and discuss what they are reading.

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