Lowell Rita, Head, Learning Resource Development Unit (LRDU) National Centre for Educational Resource Development, (NCERD)
McPherson Patricia, National Curriculum Specialist
Richmond Megan, Lecturer, Cyril Potter College of Education
Thomas Allison, Lecturer, Cyril Potter College of Education (CPCE)
Caribbean Centre of Excellence for Teacher Training – Guyana
11. Thompson Claudith, Lecturer, University of Guyana
LITERACY – CURRICULUM GUIDE, GRADE 1
The importance of language in education cannot be exaggerated. In fact, it is the bedrock of which all formal learning is based.
This LITERACY CURRICULUM GUIDE – GRADE 1 specifically caters for the needs, abilities, interests and developmental stages of children who are in Grade One.
The activities are stimulating, child-centred, and culture-specific.
With the introduction of the LITERACY HOUR and the Interactive Radio Instruction (IRI), it will be observed that some learners will be demonstrating a higher level of literacy reading skills based on varying factors.
Of equal importance too, is the fact that other pupils will not posses those basic skills upon entry of Grade One.
This Literacy Curriculum Guide – Grade 1 is founded on the principles of repetition, recency, frequency, accuracy and the multiple intelligences.
It is considered as an essential tool which will cause the school to compensate the child for any language delay. The idea is to prevent early failure. I commend the efforts of the entire team who has made this class record a possibility.
Classroom practitioners, I implore you to make maximum use of this guide for lesson preparation, presentation and assessment.
Chief Education Officer (ag)
LITERACY – CURRICULUM GUIDE GRADE 1
This Grade 2 Literacy Curriculum Guide provides a general plan or programme of what should be taught at this level. This Guide is based on Curriculum Standards which indicate what a child should know and be able do at this specific level. The Standards and Benchmarks were interpreted and expanded to form the Scope and Sequence Chart as the initial document. This was then structured in a detailed fashion to form the Curriculum Guide.
This Guide aims to build on the foundation provided at the Grade One level to meet the specific needs of pupils at Grade 2. It is also designed to provide a balance with regard to listening, speaking, reading and writing. It is therefore expected that pupils will listen, understand and respond to others, speak clearly and fluently, read and write confidently and independently. Each lesson should cater for listening, speaking, reading, understanding and writing. These skills are interrelated.
The Guide comprises the Topic, Objectives, Content, Learning Experiences, Resources and Evaluation. These provide the necessary guidance that teachers need for planning their General Schemes, Annual Schemes, Termly Schemes and daily notes to ensure that teaching is done in an organised fashion.
It is important for teachers to take into consideration the ability of their pupils and the communities in which they live when they plan daily notes.
Head (a.g) Curriculum Development and Implementation Unit
National Centre for Educational Resource Development
LITERACY – CURRICULUM GUIDE, GRADES
GLOSSARY OF TERMS
This glossary lists and explains terms in this Grade 1 Literacy Curriculum Guide. Definitions were adapted from The Teachers’ Handbook by Ms. Claudith Thompson.
Consonant is a speech sound made by partial or complete closure of part of the vocal tract, which obstructs the flow of air. Friction occurs to varying degrees. It is also a letter of the alphabet that is used to represent the sound heard.
Consonant Blend/Cluster is a combination of two or three distinct consonant sounds in a word, occurring before or after a vowel sound. There are initial as well as final consonants, for example, cr as in crow and nd as in band. Consonant Diagraph is a combination of two consonant letters representing a single speech sound. For example, t and h in thin become /th/.
Decode be able to translate a word from print to speech using sound-symbol correspondence. The reader is able to sound out the word.