GRADE I: Challenges for Learner’s Reading and

Numeracy Passport (LRNP) –Emergent Readers

Challenge Number 1:
Objective:

To assess learners' ability to blend individual phonemes to form a word, a crucial

skill for decoding and reading development.

Materials Needed:

● Picture cards with corresponding words (e.g., cat, dog, sun, hat, pen)

● Audio device (optional) for pronouncing phonemes clearly

● Word list for teacher reference

● Assessment sheets

Procedure:

1. Introduction (5 minutes):
o Explain to the learners that they will be listening to sounds (phonemes)
and then blending them together to make a word.
o Demonstrate one example:
Teacher: "I will say three sounds: /c/ /a/ /t/. Can you put the sounds
together and tell me the word?"learner: "Cat."
o Provide feedback to reinforce the correct blending of sounds.
2. Blending Practice (10 minutes):
o Teacher says a series of phonemes, one at a time.
o Learners will blend the phonemes together and say the word aloud.

Word List Examples:

o /b/ /a/ /t/ → "bat"

o /d/ /o/ /g/ → "dog"
o /s/ /u/ /n/ → "sun"
o /h/ /a/ /t/ → "hat"
o /p/ /e/ /n/ → "pen"

Optional: Use picture cards. Show the picture after the learner has blended
the phonemes to reinforce the meaning of the word.

3. Individual Assessment (10 minutes per learner):

o Call learners one by one for the assessment.
o Present 5-7 words, giving each word in its individual phonemes.
 o Record whether the learner successfully blends the sounds together to
form a word.

Sample Words for Assessment:

o /c/ /a/ /r/ → "car"

o /m/ /a/ /t/ → "mat"
o /f/ /i/ /sh/ → "fish"
o /l/ /o/ /g/ → "log"
o /r/ /e/ /d/ → "red"
4. Group Activity (10 minutes):
o Havel earners work in pairs or small groups. Give each group a set of
picture cards.
o One learner says the phonemes, and the other blends them to say the
word.
o Switch roles after each word.
5. Wrap-up (5 minutes):
o Review the activity and give positive feedback.
o Encourage learners to listen for sounds in words around them
throughout the day.

Assessment Criteria:

● Correct phoneme blending: 1 point per word.

● Total possible score: 5-7 points.

● Use the score to identify learners who need more practice in phoneme
blending.

Reflection:

● Note the common difficulties (e.g., confusing sounds, blending delays) and
plan future targeted interventions to support phoneme awareness.

This activity ensures both instruction and assessment are interactive and focused
on building a key reading skill.

Challenge Number 2:
Objective:

To reinforce letter recognition and sound association in an engaging and interactive

manner, helping learners improve their familiarity with the alphabet.

Materials Needed:
 ● Bingo Cards (5x5 grid with uppercase or lowercase letters; ensure a variety
of letters across cards)
● Letter Calling Cards (with uppercase or lowercase letters corresponding to
the ones on the bingo cards)
● Bingo markers (small chips or paper pieces to cover letters on the cards)

● Whiteboard/marker (optional for additional letter reinforcement)

Procedure:

1. Introduction (5 minutes):
o Introduce the game by explaining that they will play Bingo, but instead
of numbers, they will listen for letters.
o Demonstrate how the game works: Show a bingo card and an example
of covering a letter when it’s called.
2. Bingo Game Round 1 (15 minutes):
o Distribute the Bingo cards and markers to each learner.
o Teacher calls out a letter and pronounces its sound.

Example:

o Teacher says, "Letter B, /b/ sound."

o Students look for the letter "B" on their Bingo cards and place a marker
on it if they have it.

Additional Reinforcement:

o After calling out the letter and sound, write the letter on the
whiteboard for visual reinforcement, especially for struggling readers.
3. First Bingo Winner (5 minutes):
o The first learner to mark a full row, column, or diagonal should shout
"Bingo!"
o Check their Bingo card to see if they marked the correct letters.
o The winner can help call out letters for the next round, keeping them
engaged.
4. Bingo Game Round 2 (15 minutes):
o Reset the game by either distributing new Bingo cards or letting
learners continue with the same card.
o For this round, call out the letter and ask the learners what sound it
makes before they cover it on their card.

Example:

o Teacher: "What is the sound of letter M?"

o Students respond: "/m/" sound, then mark it if they have the letter.
5. Group Activity (10 minutes):
o Divide learners into pairs or small groups.
 Provide each group with their own set of Bingo calling cards and have
o
them take turns calling out letters for their friends.
o Encourage them to ask for both the letter name and sound when
calling out letters (e.g., “What’s the sound of P?”).
6. Wrap-up (5 minutes):
o Recap the letters and sounds covered during the game.
o Ask learners to name a few of the letters they found on their Bingo
cards.
o Congratulate all learners for participating.

Assessment Criteria:

● Observe learners’ ability to identify letters and recall their sounds.

● Take note of learners who struggle with specific letters or sounds for future
practice and interventions.

Extensions:

● To differentiate instruction, you can play "Letter Sound Bingo" where

learners only hear the sound (e.g., /s/ for letter S) and have to mark the
corresponding letter on their cards.
● For advanced emergent readers, combine both uppercase and lowercase
letters on the Bingo cards for a challenge.

Reflection:

● Evaluate which letters were more challenging for learners to recognize or

match with their sounds, and design follow-up lessons to focus on these
letters.

This Letter Bingo game turns letter recognition practice into a fun, competitive,
and engaging classroom activity while enhancing phonemic awareness in emergent
readers.

Challenge Number 3:
Objective:

To assess and reinforce the ability of Grade I emergent readers to recognize and
read sight words, which are essential for building fluency in reading.

Materials Needed:

● Flashcards with basic sight words (e.g., the, is, in, at, I, he, she, me, and, can,
it)
 ● Whiteboard and markers

● Sight Word Assessment Sheet

● Bingo-style Sight Word Cards (optional for a group game)

● Timer (optional, to keep it fun and engaging)

Procedure:

1. Introduction to Sight Words (5 minutes):

o Briefly explain to learners that sight words are special words they need
to recognize without sounding them out. These words appear
frequently in what they read.
o Show a few examples (e.g., “the,” “is,” “I”) and demonstrate how to
read them quickly.
2. Whole Group Activity: Flashcard Drill (10 minutes):
o Hold up a sight word flashcard for the class to see.
o Havel earners raise their hands if they know the word.
o Call on a learner to say the word aloud.
o After the learner answers, write the word on the whiteboard, and ask
the class to read the word together.
o Repeat for 8-10 sight words.

Sample Sight Words:

o the, is, in, at, I, he, she, me, can, it

3. Individual Sight Word Quiz (10 minutes per learner):
o Conduct a brief individual quiz for each learner. Present 5-7 sight word
flashcards one by one.
o Ask the learner to read each word aloud without hesitation.
o Record their ability to recognize each word on the Sight Word
Assessment Sheet.

Sight Word Assessment Criteria:

o Correct and immediate recognition: 1 point.

o Hesitation but correct: 0.5 points.
o Incorrect or no response: 0 points.

Assessment Example:

o Flashcard: "the"
o Student says: "the" → 1 point.
o Flashcard: "can"
o Student hesitates, then says: "can" → 0.5 points.

Note: Use this data to identify which learners need further practice with
specific sight words.
 4. Group Activity: Sight Word Bingo (15 minutes):
o Hand out Bingo cards that contain sight words instead of numbers.
o Call out sight words, and learners place a marker on their Bingo card if
they have that word.
o The first learner to complete a row or column shouts “Bingo!” and
reads the words from their card to the class.
o This serves as both a game and a group sight word reading practice.
5. Partner Activity: Sight Word Speed Read (10 minutes):
o Pair learners up.
o Give each pair a set of 10 sight word flashcards.
o One learner shows the card, and the other must read the word quickly.
They then switch roles.
o Encourage learners to time each other to make it more fun and to
motivate quick recall.
6. Wrap-up and Reflection (5 minutes):
o Review the sight words covered during the quiz and activities.
o Ask learners to share which sight word was easiest or hardest for
them.
o Give positive feedback to encourage progress.

Assessment Criteria:

● Students should recognize 5-7 sight words without hesitation to be

considered proficient.
● For learners struggling with recognition, plan additional one-on-one or small
group interventions.

Extension Activities:

● For learners who successfully read all the sight words, introduce more
challenging sight words to continue building their reading fluency.
● Incorporate sight words into daily reading and writing exercises for
reinforcement.

Reflection:

● Observe which sight words are consistently difficult for learners and design
follow-up lessons targeting those words.
● Track progress over time to ensure learners are improving in sight word
recognition.

This Sight Word Reading Quiz provides both an assessment and an engaging
way for emergent readers to practice high-frequency words, essential for building a
foundation in reading.
Challenge Number 4:
To help emergent readers recognize and read sight words in a fun, interactive game
that reinforces word recognition without sounding out.

Materials Needed:

● Bingo Cards (5x5 grid with sight words instead of numbers; each card has a
different arrangement of sight words)
● Sight Word Calling Cards (matching sight words from the Bingo cards)

● Bingo markers (chips, counters, or paper pieces to cover words)

● Whiteboard/marker (for displaying sight words if necessary)

● Prize or reward (optional, to motivate learners)

Procedure:

1. Introduction to Sight Words (5 minutes):

o Begin by explaining what sight words are and why they are important
for reading.
o Show a few examples of common sight words (e.g., “the,” “and,” “is”)
and practice reading them together.
o Explain that they will play Sight Word Bingo to help them learn and
remember these words.
2. Demonstration of the Game (5 minutes):
o Show the learners a sample Bingo card with sight words.
o Hold up a calling card with a sight word and demonstrate how to find
the matching word on the Bingo card.
o Explain that when they hear a sight word, they will look for it on their
card and cover it with a marker.
3. Play Sight Word Bingo (15 minutes):
o Distribute Bingo cards and markers to each learner.
o Begin calling out sight words from the calling cards, one at a time.
Pronounce the word clearly, and repeat if necessary.

Example Sight Words:

o the, and, is, in, it, he, she, we, me, I, can, go, up, down, at
o As learners find the word on their Bingo cards, they place a marker on
it.
o The first learner to cover a full row, column, or diagonal shouts
“Bingo!”.
o Check the winning learner's card by having them read the words they
marked.
4. Additional Practice: Reading the Words Aloud (5 minutes):
o After a winner is declared, ask the class to read the marked words
aloud together.
 o For extra reinforcement, write the words on the whiteboard and review
their meanings and uses in sentences.

Optional: Call on different learners to use a sight word in a sentence for

comprehension practice.

5. Round 2 (15 minutes):

o Play another round of Sight Word Bingo, this time speeding up the
process to encourage quick recognition.
o Change the way words are called:
▪ Instead of just saying the word, give a clue or use the word in a
sentence.
Example: “This word starts a lot of sentences. It’s ‘the.’”
▪
6. Group Activity (10 minutes):
o After the Bingo games, have learners work in pairs or small groups to
practice reading sight words.
o Give each group a set of sight word flashcards.learners take turns
showing a card, and their partner reads the word aloud.
o Encourage learners to help each other with tricky words.
7. Wrap-up and Reflection (5 minutes):
o Gather the learners and ask them to share one or two sight words they
learned during the game.
o Review the words briefly, focusing on those that were more difficult for
the group.
o Congratulate everyone for participating and playing the game.

Assessment Criteria:

● Monitor learners’ ability to recognize sight words quickly and accurately

during the game.
● Note any learners who struggle with specific words and provide extra practice
or one-on-one support as needed.

Extension Activity:

● Sight Word Bingo Variation: For more advanced learners, create Bingo
cards using short phrases or sentences that include sight words. Instead of
calling out individual words, call out the phrases, and have learners find the
matching sight words on their cards.

Reflection:

● Observe which sight words were challenging for learners to recognize. Use
this information to plan future lessons or games targeting those words.
 ● Reflect on learner engagement during the activity and adjust the level of
difficulty based on their performance.

This Sight Word Bingo activity engages learners in a fun and interactive way to
build sight word recognition, a crucial skill for emergent readers to develop reading
fluency.

Challenge Number 5:
Objective:

To assess and reinforce learners’ understanding of basic vocabulary words through

an interactive quiz format, improving their ability to recognize, understand, and use
these words in context.

Materials Needed:

● Vocabulary flashcards (with images and corresponding words)

● Vocabulary word list for reference (e.g., basic nouns like cat, dog, hat, bag,
cup, etc.)
● Quiz worksheets or a whiteboard for answers

● Rewards or stickers (optional for motivation)

Procedure:

1. Introduction to Vocabulary (5 minutes):

o Start by explaining what vocabulary words are and why they are
important for understanding what they read.
o Show a few vocabulary words using flashcards (with images) and ask
learners to say the word aloud.
o Write these words on the whiteboard and discuss their meanings by
using them in simple sentences.
2. Group Vocabulary Warm-Up (10 minutes):
o Show different vocabulary flashcards to the whole class.
o Ask learners to:
▪ Say the word aloud.
▪ Use the word in a simple sentence.
Identify the meaning of the word (with your guidance).
▪
o Example Words:
cat, dog, hat, sun, bag, cup, bed, run, jump, sit
▪
3. Vocabulary Quiz – Round 1: Oral Quiz (15 minutes):
o Explain that you will quiz them on some words they have learned.
 o Hold up a flashcard and call on individual learners to say the word and
use it in a sentence.

Example:

o Show the flashcard for “dog.”

o Student: “Dog.”
o Teacher: “Can you use ‘dog’ in a sentence?”
o Student: “I have a dog.”
o Provide positive feedback or gentle corrections as necessary.
4. Vocabulary Quiz – Round 2: Matching Quiz (10 minutes):
o Distribute a matching worksheet where learners will match
vocabulary words to corresponding pictures.
o Students will draw lines connecting the words to the correct images.

Example Word List:

o Cat
o Dog
o Hat
o Bag
o Cup

Example Picture List:

o 🐱 (Cat)
o 🐶 (Dog)
o 🎩 (Hat)
o 👜 (Bag)
o ☕ (Cup)
5. Vocabulary Quiz – Round 3: Sentence Completion (10 minutes):
o Write simple sentences on the whiteboard or on a worksheet with a
blank space for a vocabulary word.
o Students will fill in the blank with the correct vocabulary word.

Example Sentences:

o “I see a __.” (cat)

o “The __ is big.” (dog)
o “She wears a __.” (hat)
o “I have a __ in my hand.” (cup)
o “Put the book in the __.” (bag)
o Review the answers as a class, and provide feedback.
6. Group Review and Discussion (5 minutes):
o Go over the answers to the quiz and ask learners to share what they
learned.
o Encourage them to use the new vocabulary words in sentences.
7. Wrap-up and Reward (5 minutes):
 o Congratulate learners for their effort in completing the quiz.
o If using stickers or small rewards, distribute them at this time to keep
motivation high.
o Summarize the words covered and encourage learners to look for
these words in books, signs, or at home.

Assessment Criteria:

● Ability to identify vocabulary words from pictures.

● Ability to say and use the vocabulary word correctly in a sentence.

● Correct matching of words to images and sentence completion.

Extension Activity:

● For more advanced learners, introduce additional words or ask them to write
their own sentences using the vocabulary words.
● Create a Vocabulary Word Wall in the classroom where learners can add
words they have learned and use them in new sentences.

Reflection:

● Note which vocabulary words were more challenging for learners, and plan
future activities around these words for further practice.
● Observe learners' sentence construction to evaluate their understanding of
the word’s meaning and usage.

This Vocabulary Quiz provides a structured yet interactive approach to help

emergent readers strengthen their vocabulary and apply these words in meaningful
ways.

Challenge Number 6:
Objective:

To help emergent readers use vocabulary words in simple sentences, enhancing

their understanding of word meanings and improving sentence construction skills.

Materials Needed:

● Flashcards with vocabulary words (and corresponding pictures, if possible)

● Word and sentence strips

● Whiteboard and markers

 ● Worksheet for sentence construction (optional)

● Pocket chart (optional for word manipulation)

Procedure:

1. Introduction to Vocabulary Words (5 minutes):

o Introduce 5-7 basic vocabulary words that learners will use in
sentences. Show each word using a flashcard or on the whiteboard.
o Discuss the meaning of each word and show corresponding pictures if
necessary.
o Use each word in a simple sentence as an example.

Example Vocabulary Words:

o dog, cat, bag, run, jump, red, big

Example Sentences:

o "The dog is big."

o "She has a red bag."
2. Whole Class Activity: Sentence Construction (10 minutes):
o Write a sentence starter on the whiteboard, leaving a blank for the
vocabulary word.

Examples:

o "I see a ___." (cat, dog, bag)

o "The ___ is red." (bag, hat)
o Ask learners to suggest vocabulary words to fill in the blank.
o Write the completed sentences on the board and read them aloud with
the class.
o Reinforce the meaning of the sentence by referring to the vocabulary
word’s definition or picture.
3. Interactive Word Manipulation (15 minutes):
o Use a pocket chart or word strips to display vocabulary words.
o Let learners take turns choosing a word and placing it in a sentence
strip with a blank.

Example Sentence Strips:

o "The ___ is big." (Possible answers: dog, cat)

o "I can ___." (Possible answers: run, jump)
o After each learner places the word, have the class read the sentence
aloud together.
o Encourage the learner who completed the sentence to explain why
they chose that word.
4. Partner Activity: Sentence Building (10 minutes):
 o Divide the class into pairs. Provide each pair with a set of vocabulary
flashcards and blank sentence strips.
o In pairs,learners take turns choosing a word and creating a simple
sentence using that word.
o One learner says the sentence, and the other writes it down on the
sentence strip or worksheet.

Example:

o Student 1: "I have a red bag."

o Student 2 writes: "I have a red bag."
o After they write the sentence, both learners read it aloud together.
5. Individual Activity: Sentence Worksheet (10 minutes):
o Distribute a worksheet where learners complete sentences by filling in
the blank with vocabulary words.

Example:

o “The ___ is big.” (Possible answers: dog, cat)

o “I see a ___.” (Possible answers: bag, hat)
o Encourage learners to write neatly and read each sentence aloud after
filling in the blanks.
6. Group Review (5 minutes):
o After completing the worksheet, ask learners to share their sentences
with the class.
o Write a few of their sentences on the board, and read them aloud
together as a class.
o Praise learners for using vocabulary words correctly.
7. Wrap-up and Reflection (5 minutes):
o Review the vocabulary words used during the activity.
o Ask learners to think of another sentence they could use with one of
the vocabulary words.
o Encourage them to look for opportunities to use these words in their
daily activities, such as at home or while reading.

Assessment Criteria:

● Ability to use vocabulary words correctly in a sentence.

● Ability to construct simple sentences that make sense.

● Participation in sentence-building activities.

Extension Activity:

● For learners ready for more challenge, have them write two sentences for
each vocabulary word, or ask them to use two vocabulary words in one
sentence.
 ● Create a Class Vocabulary Book, where learners write their sentences
using the vocabulary words and illustrate them.

Reflection:

● Identify learners who may struggle with sentence construction and offer
additional support, such as one-on-one practice or more examples of word
usage.
● Observe which words learners are using comfortably and which words need
further reinforcement.

This Vocabulary Usage in Sentences activity helps emergent readers practice

applying vocabulary words in meaningful contexts, encouraging both word
recognition and sentence structure development.

Challenge Number 7:
Objective:

To improve the reading fluency of emergent readers by practicing simple sentence

and passage reading, focusing on comprehension, word recognition, and sentence
construction.

Materials Needed:

● Short, simple sentences and passages (1-3 sentences) printed on strips or

worksheets
● Flashcards for key sight words and vocabulary

● Pocket chart (optional for sentence building)

● Whiteboard and markers

● Visual aids or pictures corresponding to the sentences or passages

● Stickers or rewards (optional for motivation)

Procedure:

1. Introduction to Sentence Reading (5 minutes):

o Begin by explaining the difference between reading individual words
and reading full sentences.
o Write a simple sentence on the board, and read it aloud to the class.

Example Sentence:

o “The dog is big.”

 o “I can run fast.”
o Point out the key vocabulary and sight words in the sentence,
encouraging learners to recognize them.
2. Guided Sentence Reading (10 minutes):
o Write 3-4 simple sentences on the board or display them on sentence
strips using a pocket chart.
o Read each sentence aloud with the class, emphasizing fluency and
expression.
o Ask individual learners to take turns reading each sentence aloud.

Example Sentences:

o “The cat is black.”

o “We like to play.”
o “The sun is hot.”
o After each sentence is read, discuss its meaning and ask questions to
ensure comprehension.

Example Questions:

o “What color is the cat?”

o “Who likes to play?”
o “What is hot?”
3. Group Activity: Sentence Building (15 minutes):
o Hand out flashcards with individual words that form a simple sentence
(include common sight words like "the," "is," "we").
o As a group, let learners take turns arranging the words in the correct
order to create a sentence.

Example Sentence Strips:

o Cards: “The,” “dog,” “is,” “big.”

o Students arrange: "The dog is big."
o Once the sentence is correctly formed, have the whole class read it
aloud together.
o Repeat the activity with different sentences, adjusting the difficulty
based on the learners’ reading level.
4. Individual Activity: Passage Reading (10 minutes):
o Provide each learner with a worksheet or reading strip that contains a
very short passage (1-2 sentences).
o Ask learners to read the passage aloud individually or in pairs.

Example Passage:

o “The bird is in the tree. It can fly.”

o “I have a red hat. It is on my head.”
o After reading, ask a few comprehension questions:
▪ “Where is the bird?”
 ▪ “What color is the hat?”
▪ “What can the bird do?”
5. Pair Activity: Partner Reading (10 minutes):
o Pair learners and give them a worksheet with 3-4 simple sentences or
a short passage.
o One learner reads the passage aloud while the other listens and
follows along.
o Switch roles so both learners have the chance to practice reading.

Example Sentences:

o “We go to school.”
o “The boy has a ball.”
o “She likes to run.”
o Monitor the pairs, offering support and corrections where needed.
6. Whole Class Reading: Story Time (10 minutes):
o Read a short passage or story aloud to the class, then ask them to
read along with you sentence by sentence.
o Display the passage on the board or use a big book for better visibility.

Example Passage:

o “The sun is bright. The kids play in the park. They have fun.”
o After reading, discuss the passage:
▪ “Where are the kids?”
▪“What is the weather like?”
7. Wrap-up and Reflection (5 minutes):
o Review the sentences and passages read during the activity.
o Ask learners to share which sentence or passage they enjoyed the
most.
o Reinforce the importance of reading fluently and understanding what
they read.
o Provide positive feedback, highlighting learners’ progress.

Assessment Criteria:

● Ability to read sentences and short passages fluently.

● Comprehension of simple sentences and passages (answering questions

about the text).
● Ability to recognize key sight words and vocabulary within a sentence or
passage.

Extension Activity:
 ● For more advanced learners, increase the length of the passages or add more
complex sentences with conjunctions (e.g., “The dog is big, and it runs
fast.”).
● Create a Class Sentence Book where learners write their own sentences or
short passages, illustrate them, and read them to the class.

Reflection:

● Observe learners’ fluency and reading confidence.

● Take note of which learners may need more support with specific words or
sentence structures.
● Plan future lessons around words or concepts that were challenging for
learners.

This Sentence or Passage Reading activity supports emergent readers by

encouraging fluency, comprehension, and confidence in reading, while making
reading practice engaging and meaningful.

Challenge Number 8:
Objective:

To strengthen emergent readers' comprehension, vocabulary, and recall abilities by

using pictures to prompt sentence creation and recall details from short stories or
descriptions.

Materials Needed:

● Picture cards or picture books with simple images (e.g., animals, objects, or
daily activities)
● Whiteboard and markers

● Sentence strips (optional)

● Worksheets with picture prompts (optional)

● Flashcards with vocabulary words corresponding to the images

Procedure:

1. Introduction to Picture-Based Recall (5 minutes):

o Begin by explaining that pictures can help us remember and talk about
stories or events.
o Show a picture (e.g., a dog playing with a ball), and ask the learners to
describe what they see.
 Example Discussion:

o Teacher: “What do you see in this picture?”

o Student: “I see a dog with a ball.”
o Teacher: “What is the dog doing?”
o Student: “The dog is playing.”
2. Picture Description Activity (10 minutes):
o Show 3-4 pictures one at a time, and ask learners to describe the
images using simple sentences.
o Encourage them to recall details from the picture and use their
vocabulary.

Example Pictures and Prompts:

o Picture 1: A boy eating an apple.

▪ Prompt: “What is the boy doing?”
▪ Expected Response: “The boy is eating an apple.”
o Picture 2: A cat sitting under a tree.
▪ Prompt: “Where is the cat?”
▪ Expected Response: “The cat is under the tree.”
o Write their responses on the board, highlighting the vocabulary words
used.
3. Picture-Based Sentence Creation (10 minutes):
o Show a picture and ask learners to create their own sentences about
what is happening.
o Start with simple prompts, then allow learners to come up with their
own sentences.

Example:

o Show a picture of a girl riding a bicycle.

o Prompt: “Can you make a sentence about this picture?”
o Expected Response: “The girl is riding a bike.”
o As learners create sentences, write them on sentence strips or the
whiteboard and have the class read them aloud.
4. Group Activity: Picture-Based Story Recall (15 minutes):
o Read a short, simple story to the class (1-2 sentences per page),
showing corresponding pictures as you read.
o After finishing the story, show the pictures again, one at a time, and
ask learners to recall what happened in each picture.

Example Story:

o Page 1: “The dog is playing with a ball.”

▪ Picture: A dog running after a ball.
o Page 2: “The dog is tired. It lies under a tree.”
 ▪ Picture: The dog resting under a tree.
o After reading, ask:
▪ “What was the dog doing in the first picture?”
▪ “What happened next?”
o Encourage learners to use full sentences in their responses, helping
them build narrative recall skills.
5. Pair Activity: Picture Recall and Retell (10 minutes):
o Pair learners and give each pair a picture card.
o One learner describes the picture while the other listens and recalls
the details.
o Then, they switch roles.

Example Pictures:

o A boy flying a kite

o A cat drinking milk
o After each pair has completed the activity, invite volunteers to share
what their partner said about the picture.
6. Whole Class Reflection (5 minutes):
o Review the pictures and ask learners to recall one thing they talked
about today.
o Discuss how pictures can help us remember and talk about what we
see and hear.
o Encourage learners to look at pictures in their books at home and
practice making sentences about them.
7. Wrap-up and Reward (5 minutes):
o Praise learners for their efforts in recalling details and creating
sentences.
o Hand out stickers or small rewards as motivation, if desired.

Assessment Criteria:

● Ability to describe pictures using complete sentences.

● Ability to recall details from a picture or story.

● Participation in class and pair activities.

Extension Activity:

● Create a Picture-Based Story Book where learners draw pictures and write
simple sentences to describe them. This can help reinforce the concept of
using images to generate sentences and recall details.
● For more advanced learners, show a sequence of pictures and ask them to
tell a short story using the images in order.
Reflection:

● Observe learners’ sentence structure and vocabulary use. Offer additional

support to those who struggle with creating sentences or recalling details.
● Plan future lessons that focus on specific vocabulary or story recall if learners
show difficulty with certain concepts.

This Picture-Based Recall activity encourages emergent readers to connect

images with language, enhancing their comprehension and recall skills while
building vocabulary and sentence formation abilities.

Challenge Number 9:
Objective:

To help emergent readers develop comprehension and narrative skills by identifying

the correct order of events in a sequence and verbally describing them.

Materials Needed:

● Set of sequence cards (3-4 cards per set) depicting simple activities or
stories (e.g., brushing teeth, planting a tree, going to school)
● Whiteboard and markers

● Pocket chart (optional for arranging sequence cards)

● Worksheet with blank spaces for drawing or writing the sequence (optional)

Procedure:

1. Introduction to Sequencing (5 minutes):

o Begin by explaining that events happen in a certain order, which is
called a “sequence.”
o Show an example of a simple daily activity and discuss the steps in the
correct order.

Example:

o Teacher: “First, we get out of bed. Then, we brush our teeth. After that,
we eat breakfast.”
o Write the steps on the board and emphasize key sequence words like
“first,” “next,” and “last.”
2. Whole Class Activity: Sequencing Example (10 minutes):
o Display a set of sequence cards (3-4 cards) on the board or pocket
chart showing a familiar activity, such as brushing teeth or making
a sandwich.
 o Discuss each card with the class, describing what is happening in each
picture.

Example:

o Sequence Cards: Brushing Teeth

▪ Card 1: Picking up the toothbrush.
▪ Card 2: Putting toothpaste on the brush.
▪ Card 3: Brushing teeth.
▪ Card 4: Rinsing mouth with water.
o Ask learners to help you put the cards in the correct order. Let
volunteers come up and arrange the cards.
o Once the cards are in the right order, have the class describe the
sequence aloud together:
▪ "First, we pick up the toothbrush. Next, we put toothpaste on the
brush. Then, we brush our teeth. Last, we rinse our mouth."
3. Group Activity: Small Group Sequencing (15 minutes):
o Divide learners into small groups and provide each group with a set of
sequence cards depicting a simple activity or story (e.g., planting a
tree, baking a cake, or going to school).
o Have each group work together to put the cards in the correct order.
o Once the group has arranged the sequence, ask them to describe the
sequence of events to the class.

Example Sequences:

o Planting a Tree:

0. Digging a hole.
1. Planting the seed.
2. Watering the seed.
3. A tree growing.
o Going to School:
0. Waking up.
1. Getting dressed.
2. Riding the bus.
3. Arriving at school.
2. Individual Activity: Draw the Sequence (10 minutes):
o Hand out a worksheet with four blank spaces for learners to draw the
sequence of an activity they’ve learned in class.
o Give them the option to choose one of the sequences (e.g., brushing
teeth or going to school) and draw the steps in the correct order.
o After they finish drawing, encourage learners to share their work with a
partner and describe the sequence aloud.
3. Class Discussion: Use of Sequence Words (5 minutes):
 o Gather the learners back as a class and review the sequence words
they can use when talking about order (e.g., first, next, then, last).
o Ask learners to share one sequence they worked on, using the
sequence words.
o Write a few example sentences on the board using sequence words to
reinforce the concept:

▪ "First, we wake up. Next, we get dressed. Then, we ride the bus.
Last, we arrive at school."
2. Wrap-up and Reflection (5 minutes):
o Review the importance of putting events in the correct order and how
it helps us understand stories and instructions.
o Ask learners to think about other activities they do in order (e.g.,
making breakfast, getting ready for bed).
o Congratulate the class on their efforts in sequencing and describing
activities.

Assessment Criteria:

● Ability to arrange sequence cards in the correct order.

● Ability to verbally describe the sequence of events using simple sentences.

● Understanding of sequence words (first, next, then, last).

Extension Activity:

● For more advanced learners, provide a sequence card set with more steps
(5-6 cards), or ask them to create their own sequence cards by drawing a
sequence of an activity they know.
● Introduce written sequencing by giving them a list of sentences and asking
them to arrange the sentences in the correct order.

Reflection:

● Observe which learners need more support with understanding the order of
events and sequence words.
● Identify any learners who struggle with verbal expression and offer them
more opportunities to describe sequences in smaller, supportive groups.

This Sequence Cards activity encourages emergent readers to develop logical

thinking, narrative skills, and comprehension by practicing the order of events,
which is a crucial step in reading development and understanding stories.

Challenge Number 10:

Objective:

To improve emergent readers' comprehension and narrative skills by having them

retell stories using a checklist to guide and assess key details.

Materials Needed:

● Short, simple storybooks or printed short stories (1-3 sentences per page)

● Retelling checklist (can be visual or text-based, depending on learners’

reading level)
● Whiteboard and markers

● Story sequencing cards (optional)

● Reward stickers (optional)

Retelling Checklist Components:

1. Beginning – Who are the characters, and where is the story happening?
2. Middle – What happens to the characters? What is the main problem or
event?
3. End – How does the story end? What is the solution or result?
4. Main Idea – What is the story mostly about?
5. Favorite Part – What part did you like the most?

Procedure:

1. Story Introduction (5 minutes):

o Select a short, simple story with clear beginning, middle, and end.
Read the story aloud to the class, showing pictures if available.
o After reading, explain that they will be retelling the story using a
retelling checklist to help them remember the important parts of the
story.

Example Story:

o Title: "The Hungry Cat"

o Beginning: The cat is hungry and searches for food.
o Middle: The cat finds a fish, but a dog takes it.
o End: The cat finds a bowl of milk and drinks it.
o Main Idea: The cat is looking for food.
o Favorite Part: The cat finds the milk.
2. Modeling the Retelling (5 minutes):
o Display the retelling checklist on the board or hand out a visual
checklist (with pictures/icons) for learners to follow along.
o Retell the story yourself, using the checklist as a guide. For each step,
explain the part of the story that corresponds to the checklist item.
 Example Checklist Application:

o Beginning: "The story starts with a hungry cat. The cat is looking for
food. The cat is in a park."
o Middle: "The cat finds a fish, but a dog takes it away. Now, the cat is
sad."
o End: "In the end, the cat finds a bowl of milk and drinks it. The cat is
happy again."
o Main Idea: "The story is about a cat looking for food."
o Favorite Part: "My favorite part is when the cat finds the milk."
3. Group Retelling Practice (10 minutes):
o Divide the class into small groups of 3-4learners.
o Give each group a copy of the story or read it aloud again while
showing the pictures.
o Have each group work together to retell the story using the retelling
checklist.
o Encourage each learner in the group to take turns talking about a
different part of the story (beginning, middle, end, etc.).
o Circulate among the groups to offer support and ensure that learners
are following the checklist.
4. Partner Retelling Activity (10 minutes):
o Pair learners and ask them to retell the story to their partner using the
checklist.
o One learner retells the story while the other listens and checks off the
parts they hear from the checklist.
o After the first learner finishes, the partner takes their turn to retell the
story.
o Monitor the pairs, providing guidance if needed.
5. Whole Class Review (5 minutes):
o Bring the class back together and ask a few learners to volunteer to
retell the story to the whole class, using the checklist to guide them.
o After each learner retells, ask the class if they agree with the order and
details, and have them confirm the correct use of the checklist.
6. Individual Retelling (Optional for Assessment) (10 minutes):
o For a more formal assessment, provide each learner with a printed
checklist.
o Read another short story aloud to the class.
o Have each learner retell the story independently while using their
checklist to ensure they cover all the key parts.
7. Wrap-up and Reflection (5 minutes):
o Review the parts of the retelling checklist on the board. Ask learners
what part of retelling they found easiest and which was more
challenging.
o Encourage them to practice retelling stories at home by explaining the
main points to a family member or friend.

Assessment Criteria:

● Ability to recall key details from the story (characters, setting, main events).
 ● Ability to use the retelling checklist to organize the story in the correct
sequence (beginning, middle, end).
● Ability to express a favorite part and the main idea of the story.

● Active participation in group and partner activities.

Extension Activity:

● For more advanced learners, use a slightly longer or more complex story and
add more detailed prompts to the retelling checklist (e.g., "What was the
problem in the story?" or "How did the characters solve the problem?").
● Create a Class Storybook where each learner retells a different story, writes
it down, and illustrates it.

Reflection:

● Take note of learners who need more support with recall or sequencing, and
offer additional practice with simpler stories or visual aids.
● Plan future lessons based on common challenges, such as recalling story
endings or identifying main ideas.

This Retelling Checklist activity supports emergent readers by helping them focus
on key elements of a story, improving their comprehension, narrative recall, and
confidence in speaking about stories.

GRADE I: Challenges Learner’s Reading and

Numeracy Passport (LRNP) – Developing Readers
Challenge Number 1:
Objective:

To enhance reading fluency among developing readers by practicing with structured

reading passages that promote speed, accuracy, and expression.

Materials Needed:

● Selected fluency reading passages (short and age-appropriate texts)

● Stopwatch or timer (optional)

● Fluency rubric (for self-assessment)

● Highlighters or colored pencils

● Whiteboard and markers

 ● Recording sheets for tracking progress

Procedure:

1. Introduction to Fluency (5 minutes):

o Explain the concept of reading fluency: “Reading fluency means
reading quickly, accurately, and with expression.”
o Discuss the importance of fluency in understanding what they read.
Provide examples of how fluent readers sound smoother and more
interesting than non-fluent readers.
2. Modeling Fluent Reading (5 minutes):
o Choose a short passage and read it aloud to the class, demonstrating
fluent reading.
o Focus on elements of fluency: pacing, expression, and accuracy.
o After reading, ask learners what they noticed about your reading.
Guide them to recognize aspects like smoothness, tone, and
punctuation.
3. Partner Reading Practice (15 minutes):
o Pair learners up and distribute fluency passage reading materials to
each pair. Each passage should be appropriate for their reading level
(about 50-100 words).
o Instruct them to take turns reading the passage aloud while the other
partner listens.
o Encourage the listener to use a fluency rubric to track their partner’s
reading (e.g., check for speed, expression, and accuracy).

Fluency Rubric Example:

o Speed: Is the reader reading at a good pace? (Check: Yes/No)

o Accuracy: Did the reader make few or no errors? (Check: Yes/No)
o Expression: Did the reader use voice changes for characters or
punctuation? (Check: Yes/No)
4. Timed Reading (10 minutes):
o After the partner reading, have learners read the same passage again,
this time timing themselves for one minute using a stopwatch.
o They should aim to read as many words as possible while maintaining
accuracy.
o Record the number of words read correctly on their recording sheets
to track progress.
5. Discussion and Reflection (5 minutes):
o After the timed reading, have learners reflect on how they felt about
their reading.
o Ask questions like:
▪ “Did you feel more comfortable reading the passage the second
time?”
▪ “What do you think you did well? What do you want to improve
next time?”
 6. Group Fluency Practice (10 minutes):
o Gather the class and choose a different passage for a group reading
activity.
o Read the passage together as a class, emphasizing fluency and
expression.
o Discuss the story, focusing on how different characters might sound
(e.g., excited, sad) and how to reflect that in their reading.
7. Fluency Games (10 minutes):
o Introduce fun games to reinforce fluency practice, such as:
▪ Choral Reading: Read a passage aloud together, allowing
learners to hear fluent reading.
▪ Reader’s Theater: Assign parts from a script based on a
familiar story.learners practice reading their lines with
expression and character voices.
▪ Repeat Readings: Choose a passage for each learner to read
multiple times over several days, allowing them to improve
fluency through practice.
8. Wrap-Up and Homework (5 minutes):
o Conclude the lesson by summarizing the key points about fluency.
o Encourage learners to practice reading passages at home with family
members. Provide a passage for them to practice and ask them to
record how many words they read correctly.

Assessment Criteria:

● Ability to read the passage accurately and with expression.

● Improvement in the number of words read correctly over multiple readings.

● Use of the fluency rubric for self and peer assessments.

Extension Activity:

● For more advanced developing readers, introduce passages with more

complex vocabulary or longer sentences, challenging them to focus on
accuracy while increasing their reading speed.
● Implement a reading log where learners can track their daily reading time
and the number of passages read, encouraging consistency in practice.

Reflection:

● Observe the fluency levels of learners and identify those who may need
additional support with specific areas (speed, accuracy, expression).
● Plan future lessons based on observed challenges, offering targeted practice
to strengthen reading fluency.
This Fluency Passage Reading activity allows developing readers to practice
reading fluently in a supportive environment, improving their overall reading skills
while building confidence and enjoyment in reading.

Challenge Number 2:
Objective:

To reinforce recognition and understanding of sight words through engaging and

interactive matching games that promote word familiarity and memory retention.

Materials Needed:

● Sets of sight word cards (with 10-15 common sight words per set, printed
on card stock)
● Matching game board (can be a printed grid or a simple mat)

● Markers or colored pencils (for tracking points or marking matches)

● Timer (optional)

● Prizes or reward stickers (optional)

Procedure:

1. Introduction to Sight Words (5 minutes):

o Begin by explaining what sight words are: “Sight words are common
words that we need to recognize quickly when reading. They help us
read smoothly and understand stories better.”
o Introduce the specific sight words they will be focusing on in this
activity. Display the words on the board and pronounce each word
together as a class.

Example Sight Words:

o the, and, is, it, in, on, to, a, I, you

2. Creating Sight Word Cards (5 minutes):
o Distribute the pre-made sight word cards to learners or have them
create their own using card stock.
o Ensure each word has two cards (for matching purposes).
o Havel earners decorate their cards with illustrations or colors to make
them visually appealing and memorable.
3. Matching Game Setup (5 minutes):
o Shuffle the sight word cards and lay them face down on the table or
floor in a grid format.
o Explain the rules of the matching game:
▪ Players take turns flipping over two cards at a time, trying to
find matching sight words.
 ▪ If a match is found, the player keeps the cards and takes
another turn. If not, the cards are flipped back over.
▪ The game continues until all matches have been found.
4. Playing the Sight Word Matching Game (15 minutes):
o Divide the class into small groups (3-4learners per group).
o Allow each group to play the matching game for about 10-15 minutes.
o Circulate among the groups to observe, assist, and encourage learners
as they play. Remind them to read the words aloud when they flip the
cards.
5. Group Reflection (5 minutes):
o After the game, gather the class together and discuss their
experiences.
o Ask questions such as:
▪ “Which sight words did you recognize easily?”
▪ “Did any words surprise you? Which ones were more
challenging?”
o Write any challenging sight words on the board for future practice.
6. Extension Activity: Sight Word Bingo (10 minutes):
o Create bingo cards using the same set of sight words used in the
matching game. Each card should have a different arrangement of the
words.
o Call out the sight words randomly, and learners mark them on their
bingo cards.
o The first learner to mark a complete row (horizontally, vertically, or
diagonally) shouts “Bingo!” and reads the words in their row aloud for
verification.
7. Wrap-Up and Homework (5 minutes):
o Conclude the lesson by reviewing the importance of sight words in
reading fluency.
o Encourage learners to practice sight words at home. Provide a list of
words they can practice with their family or in a fun way (like creating
sentences or playing games).

Assessment Criteria:

● Ability to recognize and match sight words correctly during the game.

● Participation in group discussions and reflections.

● Engagement in follow-up activities (like bingo) and ability to read sight words
aloud.

Variation:

● For more advanced developing readers, increase the number of sight words
or use phrases made up of sight words for a matching game.
 ● Create a sight word scavenger hunt where learners find sight words
hidden around the classroom and match them with corresponding cards.

Reflection:

● Observe which sight words learners struggle to recognize and plan targeted
activities or interventions for those words in future lessons.
● Assess the level of engagement during the activity and consider adjusting
group dynamics or activities based on learner preferences and needs.

This Sight Word Matching Games activity provides an interactive and fun way for
developing readers to enhance their sight word recognition, ultimately contributing
to their reading fluency and confidence.

Challenge Number 3:
Objective:

To develop learners' prediction, comprehension, and narrative skills by using

illustrations in a text before reading, helping them make connections and build
background knowledge.

Materials Needed:

● Age-appropriate storybooks with rich illustrations

● Whiteboard or chart paper and markers

● Sticky notes or index cards (for vocabulary words or questions)

● Worksheets for predictions and responses (optional)

Procedure:

1. Introduction to Picture Walks (5 minutes):

o Explain the concept of a picture walk: “A picture walk is when we look
at the pictures in a book before reading the words. It helps us make
predictions about the story and understand it better.”
o Discuss how illustrations can provide clues about characters, setting,
and events in the story.
2. Selecting a Book (5 minutes):
o Choose a storybook that has engaging and clear illustrations suitable
for Grade I developing readers.
o Show the book cover to the class and ask them what they think the
story might be about based on the title and cover illustration.
3. Conducting the Picture Walk (15 minutes):
o Open the book and guide learners through a “walk” of the pictures
without reading the text.
 o For each page, pause to discuss:
▪ What do you see? (Ask learners to describe the illustrations.)
▪ Who are the characters? (Identify characters and their
emotions.)
▪ Where is the story taking place? (Discuss the setting based
on images.)
▪ What do you think is happening? (Encourage predictions
about the story events.)
o Record key vocabulary words or phrases from the illustrations on the
whiteboard or chart paper. Use sticky notes to label these words
around the classroom.
4. Making Predictions (10 minutes):
o After completing the picture walk, ask learners to predict the story's
plot based on the illustrations.
o Encourage them to think about:
▪ What might happen next?
▪What challenges might the characters face?
o Have them share their predictions with a partner or small group.
5. Reading the Story (10 minutes):
o Read the story aloud to the class, pointing out the illustrations as you
go.
o Encourage learners to listen for connections to their predictions and
the vocabulary they discussed during the picture walk.
6. Post-Reading Discussion (10 minutes):
o After reading, discuss the story with the learners. Ask questions like:
▪ “How did your predictions match what happened in the story?”
▪ “What was your favorite part and why?”
▪ “Were there any surprises in the story?”
o Use this opportunity to reinforce vocabulary words introduced during
the picture walk.
7. Reflection and Writing Activity (10 minutes):
o Give learners a worksheet or blank paper to draw their favorite scene
from the story and write a sentence about it.
o Prompt them with questions like:
▪ “What is happening in your picture?”
▪ “Why did you choose this scene?”
o Allow learners to share their drawings and sentences with the class or
in small groups.
8. Wrap-Up and Homework (5 minutes):
o Conclude by emphasizing the importance of pictures in understanding
stories and making predictions.
o Encourage learners to do picture walks with other books at home,
discussing their thoughts and predictions with family members.
Assessment Criteria:

● Participation during the picture walk and discussion.

● Ability to make logical predictions based on illustrations.

● Engagement in the post-reading discussion and activities.

● Quality and thoughtfulness of their drawing and written response.

Extension Activity:

● For advanced developing readers, have them create their own picture walk
using a book they choose. They can present their book to the class,
highlighting their predictions and favorite illustrations.
● Introduce a compare and contrast activity where learners look at the
pictures in two different books by the same author or illustrator, discussing
similarities and differences.

Reflection:

● Monitor learner engagement during the picture walk and discussion. Take
note of which illustrations sparked the most interest and prediction skills.
● Use feedback from learners to adjust future picture walk activities, potentially
selecting different genres or styles of books to enhance their interest.

This Picture Walks activity provides developing readers with a structured

approach to engaging with texts, promoting comprehension, vocabulary acquisition,
and critical thinking skills before they dive into the reading itself.

Challenge Number 4:
Objective:

To enhance reading comprehension skills by using cloze activities that encourage

learners to think critically about context and vocabulary, improving their ability to
fill in missing words based on their understanding of the text.

Materials Needed:

● Short, age-appropriate reading passages (2-3 sentences long) with key words
omitted for the cloze activity
● Whiteboard and markers

● Markers or colored pencils (for filling in answers)

● Worksheets for the cloze activity

 ● Example sentences for demonstration (optional)

Procedure:

1. Introduction to Cloze Activities (5 minutes):

o Explain what a cloze activity is: “A cloze activity is where some words
are missing from a passage, and we need to fill in the blanks with the
right words to make the sentences make sense.”
o Discuss how understanding the context of a sentence helps them
choose the correct words.
2. Modeling the Activity (10 minutes):
o Choose a simple passage that the learners are familiar with, such as a
short story they recently read or a well-known nursery rhyme.
o Read the passage aloud together, then display the passage with key
words omitted.
o Ask the class to help fill in the blanks, discussing possible words based
on the context of the passage.

Example Passage:

o Original: "The cat sat on the ___ and looked at the ___."
o Cloze: "The cat sat on the ___ and looked at the ___." (Missing words:
mat, mouse)
3. Distributing Cloze Worksheets (5 minutes):
o Provide each learner with a cloze activity worksheet that contains a
new passage with several missing words.
o Ensure that the missing words are sight words or vocabulary they have
been learning.
4. Independent Cloze Activity (10 minutes):
o Instruct learners to read the passage silently and fill in the blanks with
words they think fit based on their understanding of the text and
context clues.
o Remind them to think about what makes sense in the sentence as they
choose their words.
5. Partner Review (10 minutes):
o After learners complete their worksheets, pair them up and have them
read their passages to each other.
o Encourage partners to discuss the words they chose for the blanks and
provide feedback on whether the sentences make sense with their
choices.
6. Class Discussion (10 minutes):
o Bring the class back together and ask a few learners to share their
filled-in passages.
o Discuss the different words chosen and how context helped them make
their choices.
o Highlight any interesting or unique word choices.
7. Wrap-Up Activity (5 minutes):
o Conclude by emphasizing the importance of context in understanding
reading material.
 o Reinforce the idea that sometimes there can be multiple correct
answers based on interpretation.
8. Extension Activity (Optional):
o Havel earners create their own cloze passages by writing a short
sentence with blanks for a partner to fill in. They can use sight words
or vocabulary they have learned.
o Encourage learners to swap their created passages and complete each
other’s cloze activities.

Assessment Criteria:

● Participation during the modeling and class discussion.

● Ability to fill in the blanks with appropriate words based on context.

● Engagement in the partner review and feedback process.

● Creativity in creating their own cloze passages (if applicable).

Reflection:

● Monitor how well learners understand the context and vocabulary used in the
cloze activity.
● Use observations to identify any common struggles with specific words or
concepts and adjust future lessons accordingly.

This Comprehension Cloze Activity allows developing readers to practice

comprehension skills in an interactive and engaging way, reinforcing their
understanding of vocabulary and context while building confidence in their reading
abilities.

Challenge Number 5:
Objective:

To assess and reinforce learners' understanding of vocabulary words in context,

helping them to connect words with their meanings and usage within sentences.

Materials Needed:

● Short reading passages (1-2 paragraphs) containing target vocabulary words

● Vocabulary quiz worksheets (with multiple-choice, fill-in-the-blank, or

matching formats)
● Whiteboard and markers

● Pencils or crayons
 ● Example sentences for demonstration (optional)

Procedure:

1. Introduction to Vocabulary in Context (5 minutes):

o Begin by discussing the importance of vocabulary in understanding
stories and texts: “Knowing the meaning of words helps us understand
what we read better.”
o Explain that in this activity, they will learn how to recognize words and
understand their meanings based on how they are used in sentences.
2. Review Target Vocabulary (5 minutes):
o Introduce 5-10 vocabulary words thatlearners will encounter in the
reading passages. Write these words on the board and discuss their
meanings. Use visuals or examples to clarify.
o Example Vocabulary Words:
Happy, curious, brave, quickly, shiny
▪
3. Reading Passage Introduction (5 minutes):
o Distribute a short reading passage that includes the target vocabulary
words in context.
o Read the passage aloud to the class, pausing to emphasize the
vocabulary words and discussing their meanings within the context of
the passage.
4. Contextual Vocabulary Quiz (15 minutes):
o Hand out the contextual vocabulary quiz worksheets. The quiz should
include:
▪ Multiple-choice questions: Provide a sentence with a
vocabulary word and three options for learners to choose the
correct meaning.
▪ Fill-in-the-blank questions: Leave blanks in sentences where
learners must write the appropriate vocabulary word based on
context.
▪ Matching: Havelearners match vocabulary words to their
definitions or synonyms.

Example Questions:

o Multiple-choice:
▪ "The cat was very curious. It wanted to explore the ___."
▪ a) tree
▪ b) quickly
▪ c) shiny
▪ Correct answer: a) tree
o Fill-in-the-blank:
 ▪ "The sun was ___ in the sky."
▪ (Students fill in: shiny)
o Matching:
▪ Match the word "brave" to its definition:
▪
1. Not afraid to face danger.
5. Independent Work (10 minutes):
o Allow learners time to complete the quizzes independently. Walk
around the classroom to offer assistance if needed.
6. Review and Discuss Answers (10 minutes):
o After learners have finished, review the answers as a class. Encourage
learners to explain why they chose their answers and how they
determined the meanings based on context.
o Discuss any words that learners found particularly challenging,
providing additional examples or clarifications.
7. Wrap-Up and Reflection (5 minutes):
o Conclude the activity by emphasizing the importance of using
vocabulary words correctly in context.
o Encourage learners to look for these words in their reading materials at
home and think about their meanings.
8. Extension Activity (Optional):
o For additional practice, have learners create their own sentences using
the target vocabulary words. They can illustrate their sentences to
enhance comprehension.
o Students can also work in pairs to quiz each other on vocabulary
meanings, creating a fun, interactive learning experience.

Assessment Criteria:

● Participation during discussions and reviews.

● Accuracy in completing the vocabulary quizzes.

● Ability to explain the meanings of words in context during the review.

Reflection:

● Assess learners’ understanding of vocabulary based on quiz performance and

class discussions. Identify any patterns in challenges faced by learners.
● Use this information to inform future vocabulary instruction and contextual
activities, adapting the difficulty level as necessary.

This Contextual Vocabulary Quizzes activity provides developing readers with an

engaging way to reinforce their vocabulary knowledge, promoting better reading
comprehension and retention through contextual understanding.
Challenge Number 6:
Objective:

To enhance learners' creative writing skills and vocabulary usage by creating their
own stories incorporating specific vocabulary words, fostering both imagination and
language development.

Materials Needed:

● A list of vocabulary words (5-10 words)

● Blank story creation worksheets or notebooks

● Crayons, markers, or colored pencils for illustrations

● Example sentences using vocabulary words (for reference)

● Word banks or visual aids (if needed)

Procedure:

1. Introduction to Story Creation (5 minutes):

o Explain the activity: “Today, we are going to create our own stories
using special vocabulary words! We will use our imaginations to write
and illustrate a story.”
o Discuss the importance of vocabulary in storytelling: “Using the right
words helps our stories come to life!”
2. Review Target Vocabulary (5 minutes):
o Introduce the vocabulary words that learners will use in their stories.
Write the words on the board and discuss their meanings.
o Example Vocabulary Words:
▪ Adventure, brave, explore, mysterious, treasure
3. Modeling Story Creation (10 minutes):
o Provide an example of a simple story that uses the vocabulary words.
o Read the story aloud, emphasizing how each vocabulary word fits into
the narrative.
o Example Story:
▪ “Once upon a time, a brave little squirrel went on an adventure
to explore the mysterious forest. He hoped to find hidden
treasure!”
4. Story Creation Planning (10 minutes):
o Hand out story creation worksheets or notebooks.
o Guide learners through brainstorming ideas for their stories. Ask
questions such as:
▪ “Who will be your main character?”
▪ “What adventure will they go on?”
 ▪ “What vocabulary words will you use in your story?”
o Encourage learners to jot down their ideas and plan their stories using
a simple outline.
5. Writing the Story (15 minutes):
o Allow learners time to write their stories, reminding them to
incorporate the target vocabulary words.
o Walk around the classroom to provide support, encouraging them to
use their imaginations and express their ideas.
6. Illustrating the Story (10 minutes):
o After writing, have learners illustrate their stories. Encourage them to
create pictures that reflect the main events or characters in their
narratives.
o Remind them that their illustrations can help tell the story, too!
7. Sharing Stories (15 minutes):
o Organize a “story-sharing” time where learners can read their stories
aloud to the class or in small groups.
o Encourage classmates to listen for the vocabulary words and share
what they enjoyed about each story.
8. Wrap-Up and Reflection (5 minutes):
o Conclude the activity by discussing what they learned about using
vocabulary in writing and storytelling.
o Ask questions like:
▪ “How did the vocabulary words help your story?”
▪“What was your favorite part about creating your own story?”
9. Extension Activity (Optional):
o For learners who finish early or need more practice, have them create
a comic strip version of their story, using speech bubbles to
incorporate dialogue and the vocabulary words.
o Alternatively, they can exchange stories with a partner to illustrate
each other’s narratives, fostering collaboration.

Assessment Criteria:

● Participation during brainstorming and sharing sessions.

● Inclusion of vocabulary words in their written stories.

● Creativity and effort demonstrated in both writing and illustrations.

Reflection:

● Assess learners’ ability to incorporate vocabulary into their storytelling by

observing their written and spoken stories.
● Use their stories to identify any common vocabulary challenges or
misunderstandings that may require further instruction.
This Story Creation with Vocabulary activity promotes creativity, language
development, and comprehension among developing readers, allowing them to
practice using vocabulary in meaningful contexts while fostering a love for
storytelling.

Challenge Number 7:
Objective:

To stimulate creativity and encourage writing by providing learners with engaging

story starters that they can expand into their own stories, fostering confidence in
their writing abilities and narrative skills.

Materials Needed:

● A list of story starters (printed or written on the board)

● Blank story worksheets or notebooks

● Crayons, markers, or colored pencils for illustrations

● Examples of short stories to demonstrate (optional)

Procedure:

1. Introduction to Story Starters (5 minutes):

o Explain what a story starter is: “A story starter is the beginning of a
story that gives us an idea of what to write about. It helps us use our
imagination!”
o Share the importance of starting a story and how it can set the tone for
the entire narrative.
2. Presenting Story Starters (5 minutes):
o Share a list of engaging story starters with the class.
o Example Story Starters:
▪ “One sunny day, a little girl found a mysterious box in her
backyard…”
▪ “In a faraway land, there was a dragon who wanted to be friends
with a knight…”
▪ “As the clock struck midnight, the toys in the toy store came to
life…”
o Discuss each starter briefly, asking learners what they think might
happen next.
3. Choosing a Story Starter (5 minutes):
o Allow learners to choose their favorite story starter from the list.
o Encourage them to think about how they would continue the story and
what characters or settings they might include.
4. Story Planning (10 minutes):
 o Hand out story worksheets or notebooks and guide learners through
the planning process.
o Ask questions to help them develop their stories:
▪ “Who is your main character?”
▪ “What happens after the story starter?”
▪ “Where does the story take place?”
o Encourage them to jot down key ideas and sketches to plan their
stories.
5. Writing the Story (15 minutes):
o Give learners time to write their stories, using the chosen story starter
as the beginning.
o Walk around to provide assistance, encouraging them to expand their
ideas and use descriptive language.
6. Illustrating the Story (10 minutes):
o After writing, have learners illustrate their stories. Remind them that
illustrations can help tell the story visually.
o Encourage creativity by allowing them to use colors and details in their
drawings.
7. Sharing Stories (15 minutes):
o Organize a “story-sharing” session where learners can read their
stories aloud to the class or in small groups.
o Encourage classmates to listen for the story starter and any creative
ideas presented in each story.
8. Wrap-Up and Reflection (5 minutes):
o Conclude the activity by discussing the various stories created from
the same story starters.
o Asklearners questions like:
▪ “What made your story unique?”
▪“How did you come up with ideas to continue the story?”
9. Extension Activity (Optional):
o For learners who finish early or want additional practice, have them
create a new story starter to share with the class. They can then swap
starters with a partner to write a story based on someone else's
beginning.
o Alternatively, they can create a comic strip version of their story,
illustrating key moments and using speech bubbles for dialogue.

Assessment Criteria:

● Participation in planning and story-sharing sessions.

● Creativity and effort in writing and illustrating their stories.

● Ability to expand on the chosen story starter effectively.

Reflection:
 ● Observe how well learners engage with the story starters and their ability to
expand ideas into narratives.
● Identify any common challenges or themes in storytelling that may need to
be addressed in future lessons.

This Story Starters activity fosters creativity, language development, and

confidence in writing among developing readers, allowing them to practice narrative
skills in a fun and engaging way.

Challenge Number 8:
Objective:

To enhance learners' writing skills and personal expression through the use of
narrative journals, allowing them to practice storytelling, develop their voice, and
reflect on their experiences.

Materials Needed:

● Blank journals or notebooks

● Writing utensils (pencils, crayons, markers)

● Examples of narrative journal entries (for demonstration)

● Picture prompts or stickers (optional)

Procedure:

1. Introduction to Narrative Journals (5 minutes):

o Explain what a narrative journal is: “A narrative journal is a special
book where you can write stories about your life, your feelings, and
your ideas!”
o Discuss the benefits of keeping a journal, such as improving writing
skills, expressing thoughts, and capturing memories.
2. Demonstrating Journal Entries (10 minutes):
o Share examples of narrative journal entries, highlighting different
styles and topics (e.g., a memorable day, a favorite vacation, or a
funny experience).
o Read a short entry aloud and discuss what makes it engaging
(descriptive language, emotions, etc.).

Example Entry:

o“Today, I went to the park with my family. The sun was shining, and I
felt happy. I played on the swings and pretended I was flying. It was
the best day ever!”
3. Choosing a Topic (5 minutes):
 o Encourage learners to think about what they might like to write about
in their narrative journals. Possible topics could include:
▪ A favorite animal
▪ A special event (birthday, holiday)
▪ A time they helped someone
▪ A place they love to visit
4. Writing Journal Entries (15 minutes):
o Provide learners time to write their first narrative journal entry. Remind
them to use descriptive language and express their feelings.
o Walk around the classroom to assist learners as needed, encouraging
them to elaborate on their ideas and use their imagination.
5. Illustrating Journal Entries (10 minutes):
o After writing, have learners illustrate their entries. Encourage them to
draw pictures that complement their writing, adding visual storytelling
to their narratives.
6. Sharing Entries (15 minutes):
o Organize a sharing session where learners can read their journal
entries to the class or in small groups.
o Encourage learners to listen attentively and offer positive feedback to
their classmates.
7. Wrap-Up and Reflection (5 minutes):
o Conclude the activity by discussing the different stories shared in the
journals.
o Ask learners reflective questions such as:
▪ “What did you enjoy writing about?”
“How did it feel to share your story?”
▪
8. Extension Activity (Optional):
o Encourage learners to write in their narrative journals regularly (e.g.,
once a week) on various topics or themes.
o You can also provide them with picture prompts or stickers to inspire
their writing in future entries.

Assessment Criteria:

● Participation in writing and sharing sessions.

● Creativity and effort demonstrated in their journal entries and illustrations.

● Ability to express thoughts and feelings effectively in writing.

Reflection:

● Monitor learners’ engagement with their narrative journals and their progress
in writing skills over time.
 ● Identify common themes or areas for improvement in writing that may be
addressed in future lessons.

This Narrative Journals activity encourages developing readers to express

themselves creatively while practicing their writing skills in a supportive
environment, fostering a love for storytelling and personal reflection.

Challenge Number 9:
Objective:

To improve reading fluency and comprehension skills in developing readers through

timed reading exercises, enabling them to read more smoothly and quickly while
enhancing their understanding of the text.

Materials Needed:

● Short, leveled reading passages (appropriate for Grade I)

● Stopwatch or timer

● Timed reading worksheets (to record scores)

● Pencils or crayons

● Chart paper for displaying progress (optional)

Procedure:

1. Introduction to Timed Reading (5 minutes):

o Explain the purpose of the activity: “Today, we will practice reading
quickly and smoothly! This will help us become better readers.”
o Discuss what reading fluency means: “Fluency is when we can read
without stopping too much and understand what we read.”
2. Modeling Timed Reading (5 minutes):
o Select a short reading passage and model how to read it fluently.
o Read the passage aloud, emphasizing smoothness and expression.
After reading, briefly summarize the passage to show comprehension.
3. Selecting Passages (5 minutes):
o Distribute leveled reading passages to each learner. Ensure that the
passages are appropriate for their reading levels.
o Explain the importance of choosing a passage they can read
confidently.
4. Timed Reading Practice (15 minutes):
o Pair learners up and explain the process:
▪ One learner will read the passage aloud while the other uses a
stopwatch or timer.
 ▪ Set the timer for 1 minute and have the reading learner read as
much of the passage as they can within that time.
After 1 minute, the partner will note the last word read.
▪
o After each round, the learners will switch roles.
5. Recording Results (10 minutes):
o Provide learners with timed reading worksheets where they can record:
▪ The title of the passage
▪ The number of words read in one minute
Any challenging words they encountered
▪
o Discuss how many words they read and what strategies helped them
read more smoothly.
6. Review and Discuss (10 minutes):
o Bring the class back together and discuss the activity.
o Ask questions like:
▪ “What did you enjoy about reading today?”
▪ “Did you find any words that were hard to read?”
▪“How can we become even better at reading?”
7. Wrap-Up and Reflection (5 minutes):
o Encourage learners to set personal reading goals: “Next time, let’s try
to read even more words in one minute!”
o If using a chart, record their progress so they can see their
improvement over time.
8. Extension Activity (Optional):
o For further practice, provide learners with additional timed reading
passages to take home for extra practice with family members.
o Incorporate themed passages related to upcoming lessons or holidays
to keep learners engaged.

Assessment Criteria:

● Participation in reading and recording activities.

● Improvement in the number of words read over time.

● Ability to identify challenging words and discuss strategies used to overcome

difficulties.

Reflection:

● Monitor learners’ progress in reading fluency by reviewing their recorded

results and providing feedback.
● Identify areas where learners may need additional support or practice in
future lessons.
This Timed Reading Passages activity helps developing readers build their
fluency, comprehension, and confidence in reading, making the process enjoyable
and rewarding.

Challenge Number 10:

Objective:

To enhance learners' comprehension skills by practicing summarization, enabling

them to identify key ideas and main points in a text while developing their ability to
express these ideas concisely.

Materials Needed:

● Short reading passages (appropriate for Grade I)

● Summarization prompt cards or worksheets

● Pencils or crayons

● Chart paper or whiteboard for group summaries

Procedure:

1. Introduction to Summarization (5 minutes):

oExplain what summarization means: “Summarizing is when we tell the
main idea of a story or a passage in our own words. It helps us
remember what we read!”
o Discuss the importance of summarization in understanding texts.
2. Modeling Summarization (10 minutes):
o Read a short passage aloud to the class.
o After reading, model how to summarize the passage by asking guiding
questions:
▪ “Who are the main characters?”
▪ “What happened in the story?”
▪ “What is the main idea?”
o Write the summary on the board, showing how to condense the main
points into a few sentences.
3. Distributing Passages (5 minutes):
oHand out leveled reading passages to each learner or pair of learners.
Ensure the passages are appropriate for their reading level.
o Explain that they will be reading the passage and then summarizing it.
4. Reading and Summarization (15 minutes):
o Allow learners time to read the passages independently or in pairs.
 o After reading, provide them with summarization prompts to guide their
writing:
▪ “What was the story about?”
▪ “Who were the main characters?”
▪ “What was the problem in the story, and how was it solved?”
“What is one important thing we learned from this story?”
▪
o Students can write their summaries using the prompts.
5. Sharing Summaries (10 minutes):
o Organize a sharing session where learners can read their summaries
aloud to the class or in small groups.
o Encourage classmates to listen for key points and provide positive
feedback.
6. Group Summarization Activity (10 minutes):
o As a class, choose one of the passages read and create a group
summary together.
o Write the summary on chart paper or the whiteboard, encouraging
input from all learners.
o Ask questions to elicit responses and guide the summarization process.
7. Wrap-Up and Reflection (5 minutes):
o Conclude the activity by discussing the different summaries shared.
o Ask learners reflective questions such as:
▪ “What did you find easy or challenging about summarizing?”
“How does summarizing help us understand stories better?”
▪
8. Extension Activity (Optional):
o For learners who finish early or want more practice, have them
summarize another book or story they’ve read at home, using the
same summarization prompts.
o They can also illustrate their summaries, showing key events or
characters from the story.

Assessment Criteria:

● Participation in reading and summarization activities.

● Ability to identify key points and express them concisely in writing.

● Quality of the summaries shared during the group activity.

Reflection:

● Monitor learners’ engagement with the summarization process and their

ability to express main ideas effectively.
 ● Use their summaries to identify areas where learners may need further
instruction in comprehension skills.

This Summarization Prompts activity helps developing readers practice essential

comprehension skills, allowing them to focus on key ideas and enhance their
understanding of the texts they read.

GRADE I: Challenges for Learner’s Reading and

Numeracy Passport (LRNP) - Transitioning

Challenge Number 1:
Objective:

To improve reading fluency in transitioning readers through engaging games and

activities that promote smooth and expressive reading while enhancing
comprehension skills.

Materials Needed:

● A variety of leveled reading passages (short stories, poems, or informative

texts)
● Fluency game materials (index cards, dice, timers, fluency tracking sheets)

● Whiteboard or chart paper for tracking progress

● Markers or crayons

● Props for role-playing (optional)

Activity 1: Reading Relay Race

Procedure:

1. Preparation (5 minutes):
o Divide the class into small groups (3-4learners per group).
o Provide each group with a short reading passage and a timer.
2. Instructions (5 minutes):
o Explain that each learner will take turns reading a portion of the
passage aloud while the others listen.
o The goal is to read the passage as smoothly and quickly as possible
without making mistakes.
3. Relay Race (15 minutes):
 o Set the timer for 1 minute. The first learner in each group begins
reading the passage aloud.
o After one minute, the timer is stopped, and the next learner continues
reading from where the previous learner left off.
o Repeat until every learner has had a turn to read.
4. Tracking Progress (5 minutes):
o After the relay, have learners discuss what they learned about reading
fluently.
o Track the total number of words read by each group and celebrate
improvements.

Activity 2: Fluency Bingo

Procedure:

1. Preparation (5 minutes):
o Create bingo cards with different reading skills or fluency goals (e.g.,
“Read with expression,” “Read a passage in under 1 minute,” “Read
without errors”).
2. Instructions (5 minutes):
o Distribute the bingo cards to each learner.
o Explain that they will complete the activities on their bingo cards by
reading different passages aloud to their partners or groups.
3. Playing Bingo (15 minutes):
o Students take turns reading passages to their partners, aiming to fulfill
the goals on their bingo cards.
o When learner completes a goal, they can mark it off on their bingo
card.
4. Winning the Game (5 minutes):
o The first learner to complete a row (horizontally, vertically, or
diagonally) shouts “Bingo!” and shares what they did to achieve their
goals.
o Celebrate everyone’s efforts and encourage-learners to keep practicing
reading fluently.

Activity 3: Role-Playing Readers' Theater

Procedure:

1. Preparation (5 minutes):
o Choose a short script or story that can be easily divided into parts
(e.g., a familiar fairy tale).
o Provide copies of the script to each learner.
2. Instructions (5 minutes):
 oExplain that they will perform a readers' theater, where they will read
aloud their parts using expression and fluency.
o Discuss the importance of using voice inflection and pausing at
punctuation marks.
3. Rehearsal (15 minutes):
o Allow time for learners to practice their parts in small groups.
o Encourage them to read with expression and pay attention to their
fluency.
4. Performance (10 minutes):
o Have each group perform their readers’ theater for the class.
o Encourage classmates to provide positive feedback on fluency and
expression.

Activity 4: Timed Reading Practice

Procedure:

1. Preparation (5 minutes):
o Choose a selection of short passages for learners to read.
o Provide each learner with a timer or use a stopwatch.
2. Instructions (5 minutes):
oExplain that they will read a passage for one minute and count how
many words they can read accurately.
3. Timed Reading (15 minutes):
o Set the timer for 1 minute and have learners read the passage aloud.
o After 1 minute, they count the number of words read correctly and
record it on a fluency tracking sheet.
4. Reflecting on Progress (5 minutes):
o Discuss improvements over time. Encourage learners to set personal
goals for the next reading session.

Assessment Criteria:

● Participation and engagement in fluency activities.

● Improvement in reading speed and accuracy over time.

● Ability to express ideas and emotions through reading fluency.

Reflection:

● Monitor learner progress in fluency through ongoing assessments and

feedback.
 ● Adjust activities as needed to challenge learners at their individual reading
levels.

These Fluency Games and Activities provide transitioning readers with engaging
and interactive ways to practice their reading skills, fostering confidence and
fluency while making reading a fun experience!

Challenge Number 2:
Objective:

To assess and enhance reading fluency and comprehension skills in transitioning

readers through structured activities that combine reading practice with
comprehension questions.

Materials Needed:

● Short leveled reading passages (fiction and non-fiction)

● Fluency and comprehension check worksheets

● Timers or stopwatches

● Highlighters or colored pencils

● Clipboards (optional)

● Whiteboard or chart paper for group discussions

Activity 1: Fluency and Comprehension Worksheets

Procedure:

1. Preparation (5 minutes):
o Select several short reading passages suitable for Grade I.
o Prepare fluency and comprehension check worksheets that include
sections for recording reading times, fluency scores, and
comprehension questions.
2. Reading Aloud (10 minutes):
o Havel earners read a selected passage aloud to a partner.
o Use a timer to record how long they take to read the passage.
o Encourage learners to focus on reading fluently, with expression and
accuracy.
3. Fluency Scoring (5 minutes):
o After reading,learners should count the number of words read correctly
within a minute and record this on their worksheets.
o If time allows, discuss what fluency means and why it’s important for
understanding what we read.
 4. Comprehension Questions (15 minutes):
o After completing the reading, have learners answer comprehension
questions related to the passage. These could include:
▪ What was the main idea of the passage?
▪ Who were the main characters?
▪ What happened in the beginning, middle, and end?
▪Can you retell the story in your own words?
o Students can work individually or in pairs to answer the questions.
5. Discussion (10 minutes):
o Reconvene as a class and discuss the answers to the comprehension
questions.
o Encourage learners to share their thoughts and make connections to
their own experiences.

Activity 2: Fluency Partner Reading

Procedure:

1. Pairing Up (5 minutes):
o Pair learners with a reading buddy. Each pair will have two copies of
the same reading passage.
2. First Reading (10 minutes):
oEach learner takes turns reading the passage aloud. The partner
listens and provides feedback on fluency, such as smoothness and
expression.
3. Comprehension Check (10 minutes):
o After both learners have read the passage, they can take turns asking
each other comprehension questions based on the passage. Some
examples:
▪ What did you think about the main character’s actions?
▪What lesson did the story teach us?
4. Fluency and Comprehension Reflection (5 minutes):
o Havel earners fill out a reflection sheet where they note what they did
well in their reading and any areas they want to improve.
o Students can also share something new they learned from the
passage.

Activity 3: Fluency and Comprehension Games

Procedure:

1. Setting Up Stations (5 minutes):

 o Create different stations around the classroom. Each station should
focus on fluency and comprehension with various reading activities.
▪ Station 1: Timed Reading Passages
▪ Station 2: Comprehension Question Match-Up
Station 3: Expression Reading with Character Voices
▪
2. Rotating Stations (20 minutes):
oDivide the class into small groups and have them rotate through the
stations, spending about 5 minutes at each one.
o At the Timed Reading Passages station,learners read a passage for
one minute and count the number of words read correctly.
o At the Comprehension Question Match-Up station,learners match
questions to the correct answers based on a short passage.
o At the Expression Reading station,learners practice reading a
passage aloud using different character voices.
3. Wrap-Up Discussion (5 minutes):
o After completing all stations, gather the class to discuss what they
learned about fluency and comprehension.
o Ask learners to share which activity they enjoyed the most and why.

Assessment Criteria:

● Participation and engagement in reading activities.

● Improvement in reading speed and accuracy.

● Ability to answer comprehension questions accurately and thoughtfully.

Reflection:

● Use recorded reading times and comprehension answers to assess individual

progress.
● Identify common challenges faced by learners and adjust future lessons to
address these needs.

These Fluency and Comprehension Checks activities provide transitioning

readers with structured opportunities to develop their reading skills while fostering
a deeper understanding of the texts they encounter.

Challenge Number 3:
Objective:

To enhance vocabulary and comprehension skills in transitioning readers through

the creation of stories using sight words, enabling them to practice writing,
creativity, and reading fluency.
Materials Needed:

● A list of common sight words (appropriate for Grade I)

● Blank story templates or worksheets (with spaces for illustrations)

● Pencils, crayons, or markers

● Chart paper or whiteboard for group brainstorming

● Word banks or picture dictionaries (optional)

Procedure:
1. Introduction to Sight Words (5 minutes):
o Review what sight words are and why they are important for reading.
Explain that these are words we recognize quickly without having to
sound them out.
o Provide examples of sight words and write a few on the board.
2. Brainstorming Session (10 minutes):
o Engage the class in a brainstorming session. Ask them about their
favorite animals, places, and activities.
o Write down their ideas on chart paper or the whiteboard to help spark
creativity for their stories.
3. Story Creation Instructions (5 minutes):
o Explain that each learner will create their own story using at least 5
sight words from the provided list.
o Share the story template with them. The template should include
sections for the title, characters, setting, plot, and illustrations.
4. Writing Time (15-20 minutes):
o Give learners time to write their stories using the sight words.
Encourage them to think about:
▪ Title: What is the story called?
▪ Characters: Who is in the story?
▪ Setting: Where does the story take place?
▪Plot: What happens in the story?
o Remind learners to include illustrations that match their text.
5. Peer Sharing (10 minutes):
o Once they have completed their stories, have learners pair up to share
their stories with a partner.
o Encourage them to read their stories aloud to practice fluency and
receive feedback from their partners.
6. Class Story Gallery (10 minutes):
o Create a "Story Gallery" in the classroom. Hang up learners’ stories on
the walls for everyone to see.
 o Allow time for learners to walk around and read each other’s stories,
appreciating the creativity of their classmates.
7. Wrap-Up Discussion (5 minutes):
o Bring the class back together and discuss the activity. Ask questions
such as:
▪ “What did you enjoy about creating your story?”
▪ “Which sight word did you find easiest to use?”
“How did you decide on your characters and plot?”
▪
8. Extension Activity (Optional):
o As an extension, have learners create a "Sight Word Story Book" where
they compile their stories together.
o They can also illustrate each page and add a cover page to showcase
their work.

Assessment Criteria:

● Use of sight words in their stories.

● Creativity and coherence of the story.

● Participation in sharing and discussing their stories with peers.

Reflection:

● Monitor learner engagement and confidence during the story creation

process.
● Use completed stories to assess understanding and use of sight words, as
well as overall comprehension and writing skills.

This Sight Word Story Creation activity allows transitioning readers to practice
their sight words in a fun and creative way, fostering both their reading and writing
skills while encouraging imagination and self-expression!

Challenge Number 4:
Objective:

To develop comprehension and narrative skills in transitioning readers through the

use of story maps, allowing them to visualize and organize the key elements of a
story.

Materials Needed:
 ● Story map templates (with sections for title, characters, setting, problem,
events, and solution)
● Short, leveled reading passages or picture books

● Markers, crayons, or colored pencils

● Chart paper or whiteboard for group brainstorming

● Sticky notes (optional)

Procedure:
1. Introduction to Story Mapping (5 minutes):
o Explain what a story map is and how it helps us understand a story
better. Discuss the key elements that will be included in the story map:
title, characters, setting, problem, events, and solution.
o Display a completed example of a story map on chart paper or the
whiteboard for reference.
2. Read Aloud (10 minutes):
o Choose a short story or passage appropriate for Grade I and read it
aloud to the class. Ensure to engage learners by asking questions
during the reading to keep them attentive.
o After reading, ask comprehension questions about the characters,
setting, and plot to reinforce understanding.
3. Group Story Mapping (15 minutes):
o Divide the class into small groups and give each group a blank story
map template.
o Guide them through the process of filling out the story map together,
asking questions like:
▪ “Who are the main characters in the story?”
▪ “Where does the story take place?”
▪ “What is the problem the characters face?”
▪ “What are the main events that happen in the story?”
▪“How is the problem solved?”
o Allow groups to draw pictures or write keywords in each section of the
story map.
4. Sharing Group Story Maps (10 minutes):
o Have each group present their completed story map to the class.
Encourage them to explain each part and how it relates to the story.
o As they present, facilitate a class discussion about the different stories
and the various ways learners interpreted them.
5. Individual Story Mapping (15 minutes):
o Give learners a different short story or passage to read individually.
Provide each learner with a blank story map template to fill out on
their own.
 o Encourage them to think critically about the story elements as they
complete their maps.
6. Reflection and Wrap-Up (5 minutes):
o Bring the class together to discuss what they learned from the story
mapping process.
o Ask questions like:
▪ “How did making a story map help you understand the story
better?”
“What part of the story was most exciting to you?”
▪
7. Extension Activity (Optional):
o As an extension,learners can create their own short stories and
illustrate them using a story map template. They can then share their
original stories with the class.

Assessment Criteria:

● Participation in group and individual activities.

● Understanding of key story elements as demonstrated in their story maps.

● Ability to articulate their thoughts during presentations.

Reflection:

● Observe learners’ engagement and comprehension during the story mapping

activities.
● Use completed story maps to assess individual understanding and ability to
identify narrative elements.

This Story Mapping activity provides transitioning readers with a structured way
to comprehend and analyze stories, enhancing their reading skills and encouraging
critical thinking and creativity!

Challenge Number 5:
Objective:

To help transitioning readers identify the main idea and supporting details of a text
through the use of graphic organizers, enhancing their comprehension and critical
thinking skills.

Materials Needed:

● Graphic organizer templates (main idea at the center with branches for
supporting details)
 ● Short leveled reading passages (fiction or non-fiction)

● Markers, crayons, or colored pencils

● Whiteboard or chart paper for modeling

● Sticky notes (optional for details)

Procedure:
1. Introduction to Main Idea and Details (5 minutes):
o Explain the concepts of the main idea and supporting details. Discuss
how the main idea tells what the text is mostly about, while the details
support or explain the main idea.
o Use a simple example to illustrate the difference between a main idea
and details (e.g., "Dogs are great pets" as the main idea, with
supporting details about their loyalty, playfulness, and ability to
protect).
2. Read Aloud (10 minutes):
o Choose a short passage that clearly presents a main idea and several
supporting details. Read it aloud to the class, modeling fluency and
expression.
o Pause during the reading to ask questions about what the learners
think the main idea might be and what details support it.
3. Modeling the Graphic Organizer (10 minutes):
o Display a blank graphic organizer on the whiteboard or chart paper.
Write the title of the passage at the top and draw a circle in the center
for the main idea.
o As a class, work together to identify the main idea of the passage and
write it in the center of the graphic organizer.
o Discuss and list supporting details around the main idea, drawing lines
or branches to connect them.
4. Group Activity (15 minutes):
o Divide the class into small groups and provide each group with a
different short passage and a graphic organizer template.
o In their groups,learners will read the passage together and discuss
what they think the main idea is and what details support it.
o Encourage them to fill out their graphic organizer collaboratively,
ensuring that each group member contributes.
5. Group Presentations (10 minutes):
o Have each group present their graphic organizer to the class. They
should explain their main idea and the supporting details they
identified.
o Encourage classmates to ask questions or add comments to reinforce
understanding.
6. Independent Practice (10 minutes):
 o Provide learners with a new short passage to read independently. Give
them a blank graphic organizer to fill out by identifying the main idea
and supporting details.
o Encourage them to illustrate their graphic organizer if time allows.
7. Wrap-Up Discussion (5 minutes):
o Gather the class for a reflection on what they learned. Ask questions
like:
▪ “How can identifying the main idea help us understand a story
better?”
▪ “What details did you find most interesting in your graphic
organizer?”

Assessment Criteria:

● Participation in group discussions and presentations.

● Accuracy in identifying the main idea and supporting details in their graphic
organizers.
● Clarity and completeness of their independent graphic organizer.

Reflection:

● Monitor learner engagement during the group activity and presentations.

● Use the completed graphic organizers to assess understanding of main ideas

and details, adapting future lessons as needed.

This Main Idea and Details Graphic Organizers activity supports transitioning
readers in developing critical comprehension skills, helping them to break down
texts and understand their structure more effectively!

Challenge Number 6:
Sample Activity: Picture-Based Vocabulary Quizzes for CRLA Transitioning Readers
(Grade I)

Objective:

To enhance vocabulary development and comprehension in transitioning readers by

associating words with pictures, making learning more engaging and effective.

Materials Needed:

● Flashcards or worksheets with pictures of common objects, animals, or

actions
 ● Vocabulary word list (aligned with the pictures)

● Markers or crayons

● Whiteboard for group discussions

● Small reward tokens or stickers (optional)

Procedure:
1. Introduction to Vocabulary (5 minutes):
o Begin by explaining that pictures can help us remember words better
because our brain connects images with meanings.
o Show a few example pictures and ask learners to identify what they
see. Write the matching vocabulary word on the board to establish the
connection between the picture and the word.
2. Picture Vocabulary Quiz (10 minutes):
o Hand out worksheets or flashcards that have a series of pictures on
them.
o Ask learners to look at each picture and write or circle the correct
vocabulary word from a list.
o As a class, go over each picture and discuss the word that matches.
Encourage learners to use the word in a sentence to solidify their
understanding.
3. Group Picture Sorting (10 minutes):
o Divide the class into small groups and provide each group with a set of
pictures and word cards.
o Ask learners to work together to match each word card with its
corresponding picture.
o After all groups finish, have them present their matches and explain
their reasoning.
4. Interactive Picture Quiz (10 minutes):
o Create a game-like quiz where you display a picture on the board, and
learners take turns saying the vocabulary word aloud.
o To add excitement, you can time learners or award points for correct
answers, turning it into a friendly competition.
5. Sentence Building (10 minutes):
o Once learners have mastered identifying the vocabulary words, ask
them to choose three pictures from their worksheets and write a
sentence for each word.
o Encourage creativity by allowing them to share their sentences with
the class, emphasizing the use of the vocabulary words correctly.
6. Wrap-Up Activity (5 minutes):
o Recap the vocabulary words learned and review some of the pictures
from the quiz. Discuss how associating images with words helps in
remembering vocabulary.
 o End with a reflection question like, “Why do you think pictures help us
learn new words more easily?”

Assessment Criteria:

● Ability to correctly match pictures with vocabulary words.

● Participation in group activities and discussions.

● Accuracy in writing sentences that use the vocabulary words appropriately.

Extension Activity (Optional):

● Students can draw their own pictures to represent new vocabulary words.
They can quiz each other by showing the pictures and asking their
classmates to guess the correct word.

Did You Know?

Did you know that using visuals while learning new vocabulary can improve
memory retention by up to 65%? Our brains are naturally wired to remember
images better than words alone!
This Picture-Based Vocabulary Quiz activity provides transitioning readers with a
fun and interactive way to strengthen their vocabulary skills while engaging their
visual memory!
Sample Activity: Picture-Based Vocabulary Quizzes for CRLA Transitioning Readers
(Grade I)

Objective:

To strengthen transitioning readers' vocabulary recognition and understanding

through picture-based quizzes, fostering visual association and comprehension of
key vocabulary words.

Materials Needed:

● Picture cards or flashcards with simple images that correspond to key

vocabulary words
● Word cards or labels for matching with pictures

● Vocabulary quiz worksheets (with pictures and word choices)

● Markers, crayons, or pencils

● Chart paper or whiteboard for whole-class activities

Procedure:
1. Introduction to Vocabulary (5 minutes):
o Start by reviewing familiar vocabulary words from previous lessons.
Write the words on the board and briefly discuss their meanings with
the class.
o Explain that learners will be using pictures to help them understand
and remember vocabulary words.
2. Picture and Word Matching (10 minutes):
o Show learners several picture cards and ask them to identify what they
see.
o Hold up word cards that correspond to the images and ask learners to
help match the word with the correct picture. For example, show a
picture of a "cat" and then display the word "cat."
o Discuss the meaning of each word and how it relates to the picture.
3. Small Group Picture-Based Quiz (15 minutes):
o Divide learners into small groups and give each group a set of picture
cards and word cards.
o In their groups,learners will take turns quizzing each other by showing
a picture and asking their group members to identify and spell the
word that matches the picture.
o If needed, allow learners to refer to the word cards for help in spelling
the words correctly.
o Encourage them to say the word out loud and use it in a sentence to
reinforce understanding.
4. Independent Vocabulary Quiz (15 minutes):
o Provide learners with a vocabulary quiz worksheet that features
pictures and a word bank. Each picture should have multiple-choice
options or a blank space for them to write the correct word from the
word bank.
o Example: A picture of a "dog" with three word choices: a) dog, b) cat,
c) fish.learners select the correct word.
o Encourage them to color the pictures on the worksheet after
completing the quiz, making the activity both educational and fun.
5. Class Discussion and Review (10 minutes):
o After learners complete their quizzes, review the answers together as a
class.
o Discuss any challenging words and clarify their meanings. Ask learners
to use each word in a sentence to show they understand it in context.
6. Extension Activity (Optional):
o Create a Picture Vocabulary Wall where learners can draw their own
pictures and label them with the corresponding vocabulary word. This
can serve as a visual aid for future lessons.

Assessment Criteria:
 ● Participation in group and class activities.

● Accuracy in matching pictures to words during the quiz.

● Ability to use vocabulary words correctly in sentences.

Reflection:

● Observe learners’ engagement during the group quiz and assess how well
they can connect pictures to vocabulary words.
● Use the completed quiz worksheets to gauge individual progress in
vocabulary acquisition and identify areas for further review.

This Picture-Based Vocabulary Quizzes activity provides transitioning readers

with a visual and interactive way to develop their vocabulary, improving both word
recognition and comprehension in a fun, supportive environment!

Challenge Number 7:
Objective:

To enhance learners' writing and comprehension skills by encouraging them to

expand simple sentences into more detailed and descriptive ones, fostering
creativity and understanding of sentence structure.

Materials Needed:

● Sentence starter cards (simple sentences)

● Whiteboard or chart paper

● Markers or crayons

● Blank paper for learners to write on

● Word banks (adjectives, adverbs, conjunctions) for expansion ideas

Procedure:
1. Introduction to Sentence Expansion (5 minutes):
o Explain the concept of sentence expansion, emphasizing that adding
details can make sentences more interesting and informative.
o Provide a simple example on the board, such as “The cat ran.” Expand
it to “The small black cat ran quickly across the green grass.”
2. Sentence Starter Cards (10 minutes):
o Distribute sentence starter cards with simple sentences to each
learner. Examples can include:
▪ "The dog barked."
 ▪ "The girl is happy."
▪ "It is raining."
o Ask learners to think about how they can add details to these
sentences by asking questions:
▪ What kind of dog? (adjective)
▪ Where is the girl? (prepositional phrase)
▪Why is it raining? (reason)
3. Group Brainstorming (10 minutes):
o Organize learners into small groups and have them share their
sentence starters.
o Encourage them to brainstorm ideas for expanding each sentence. Use
a whiteboard to list their ideas as they discuss.
o Provide a word bank with adjectives, adverbs, and conjunctions to help
spark ideas.
4. Sentence Expansion Practice (15 minutes):
o After group brainstorming, give learners time to write their expanded
sentences on blank paper. They should aim to include:
▪ Descriptive adjectives (e.g., "small," "happy")
▪ Adverbs (e.g., "quickly," "happily")
▪Prepositional phrases (e.g., "in the park," "during the storm")
o Encourage learners to illustrate their sentences with drawings that
match their expanded sentences.
5. Sharing and Peer Review (10 minutes):
o Havel earners pair up and share their expanded sentences with each
other.
o Encourage them to provide feedback, asking questions like:
▪ “What did you like about your partner’s sentence?”
▪ “How could you add even more detail?”
6. Class Display of Expanded Sentences (10 minutes):
o Create a classroom display where learners can showcase their
expanded sentences and illustrations.
o Allow learners to walk around and read each other's work, celebrating
their creativity.
7. Wrap-Up Discussion (5 minutes):
o Conclude the activity by discussing the importance of using descriptive
language in writing.
o Ask questions such as:
▪ “How does adding details change your sentence?”
▪ “Why is it important to make our writing interesting?”
Assessment Criteria:

● Participation in group discussions and sharing activities.

● Ability to expand sentences using descriptive language.

● Completeness and creativity in written expanded sentences.

Extension Activity (Optional):

● Challenge learners to create a short story using at least three expanded

sentences. They can share their stories with the class or create a “Story
Book” compilation.

Reflection:

● Monitor learner engagement during the activities and their ability to

articulate their thoughts on sentence expansion.
● Use the expanded sentences for assessment, focusing on creativity and
detail.

This Sentence Expansion Activities exercise helps transitioning readers enhance

their writing skills, encouraging them to express their ideas more fully and
creatively!

Challenge Number 8:
Objective:

To improve sentence structure, vocabulary, and comprehension skills in

transitioning readers through interactive sentence matching activities.

Materials Needed:

● Sentence matching cards (each card should have either a half of a complete
sentence or an image that represents the sentence)
● Whiteboard or chart paper for modeling

● Markers or crayons

● Timer (optional for a timed game)

● Small rewards or stickers (optional for motivation)

Procedure:
1. Introduction to Sentence Structure (5 minutes):
 o Begin by explaining what a complete sentence is and the key
components (subject, verb, and sometimes an object).
o Provide examples of complete sentences on the whiteboard and
discuss why they are complete. For instance, “The cat sleeps” is a
complete thought.
2. Create Sentence Matching Cards (10 minutes):
o Prepare sentence matching cards in advance. Each card should feature
either:
▪ A sentence fragment (e.g., “The dog barks”)
An image representing the sentence (e.g., a picture of a dog)
▪
o Alternatively, you can have some cards with beginning clauses that
learners need to match with the appropriate ending clauses (e.g.,
“When it rains” with “the children stay indoors”).
3. Demonstration of the Game (5 minutes):
o Show learners how to play the sentence matching game. Explain that
they will work in pairs or small groups to match sentence fragments
with the corresponding images or sentence endings.
o Demonstrate by selecting a card and finding its match, discussing the
reasoning behind the match.
4. Sentence Matching Activity (15 minutes):
o Divide the learners into small groups and distribute the sentence
matching cards to each group.
o Allow learners to work together to match the cards, encouraging
discussion and collaboration.
o Circulate around the room to support groups, providing hints or asking
guiding questions to help them think critically about their matches.
5. Timed Challenge (Optional - 10 minutes):
o To add excitement, you can turn it into a timed challenge. Set a timer
and see how quickly each group can match all their cards correctly.
o After the time is up, have them check their matches with you for
accuracy.
6. Review and Discussion (10 minutes):
o After the matching activity, gather the class and discuss the completed
matches.
o Ask groups to share a few of their matches and explain why they fit
together. This will reinforce their understanding of sentence structure
and meaning.
7. Wrap-Up Activity (5 minutes):
o As a final reflection, ask learners questions such as:
▪ “What did you learn about sentences today?”
▪ “How do matching sentences and pictures help you understand
better?”
Assessment Criteria:

● Participation in the matching activity and discussions.

● Ability to accurately match sentence fragments with their corresponding

images or endings.
● Engagement and collaboration with peers during the activity.

Extension Activity (Optional):

● Have learners create their own sentence matching cards at home using
sentences they learn. They can then bring them to school and challenge their
classmates to match them.

Reflection:

● Observe learners’ interactions during the matching game and their ability to
articulate their reasoning.
● Use their participation and accuracy in matches for assessment purposes.

This Sentence Matching Games activity fosters collaboration and active learning,
allowing transitioning readers to enhance their understanding of sentence structure
in a fun and engaging way!

Challenge Number 9:
Objective:

To assess and improve reading fluency and comprehension skills in transitioning

readers through structured activities that encourage both speed and understanding.

Materials Needed:

● Leveled reading passages (appropriate for Grade I)

● Fluency checklist (for self-assessment or peer assessment)

● Comprehension questions (related to the reading passages)

● Timers or stopwatches

● Paper and pencils for notes

Procedure:
1. Introduction to Fluency and Comprehension (5 minutes):
 o Explain the concepts of reading fluency (reading smoothly and quickly)
and comprehension (understanding what is read).
o Discuss why both are important for effective reading and learning.
2. Modeling Fluency (5 minutes):
o Read a short passage aloud to the class, demonstrating fluent reading
with expression and appropriate pacing.
o Discuss the qualities of fluent reading, such as clear pronunciation and
maintaining a steady pace.
3. Fluency Practice (10 minutes):
o Provide each learner with a leveled reading passage.
o Have learners read the passage silently first, then practice reading it
aloud to a partner for fluency.
o Use a timer to time their reading for one minute. Encourage learners to
keep track of how many words they read correctly in that time frame.
4. Fluency Checklist (5 minutes):
o Distribute a fluency checklist that includes criteria such as:
▪ Read with expression
▪ Maintained a steady pace
▪Pronounced words correctly
o After their reading practice,learners can use the checklist to self-assess
or to assess their partner's reading.
5. Comprehension Questions (10 minutes):
o After the fluency practice, provide learners with a set of
comprehension questions based on the passage they read.
o Questions can include:
▪ What was the main idea of the passage?
▪ Who were the main characters?
▪What happened in the beginning, middle, and end?
o Encourage learners to answer the questions in complete sentences.
6. Group Discussion (10 minutes):
o Gather learners together to discuss the reading and their answers to
the comprehension questions.
o Encourage learners to share their thoughts about the passage and
what they found interesting or surprising.
7. Wrap-Up Reflection (5 minutes):
o Ask learners to reflect on their fluency practice and comprehension.
Questions might include:
▪ “What did you do well in your reading?”
▪ “How did you make sure you understood the story?”
o Reinforce the idea that both fluency and comprehension are important
skills for becoming good readers.
Assessment Criteria:

● Participation in reading and comprehension activities.

● Ability to read fluently, as evidenced by the fluency checklist and the number
of words read correctly in one minute.
● Accuracy in answering comprehension questions and expressing ideas
clearly.

Extension Activity (Optional):

● Encourage learners to choose their favorite books to practice reading fluently

at home. They can create a fluency log to track their progress and share their
reading experiences in class.

Reflection:

● Observe learners’ reading behaviors during the fluency practice and their
engagement during discussions.
● Use the fluency checklist and comprehension answers for assessment and
future instruction planning.

This Fluency and Comprehension Checks activity provides a structured

approach for transitioning readers to develop their reading fluency while also
ensuring they understand the material, promoting a well-rounded reading skill set!

Challenge Number 10:

Objective:

To enhance learners' comprehension and narrative skills by encouraging them to

retell stories using prompts, improving their ability to recall key elements and
details.

Materials Needed:

● A selection of leveled storybooks or short stories appropriate for Grade I

● Story retelling prompts (printed cards or sheets)

● Whiteboard or chart paper

● Markers or crayons

● Optional: puppets or props related to the story

Procedure:
1. Introduction to Story Retelling (5 minutes):
o Explain to learners the importance of being able to retell stories they
read. Discuss how retelling helps improve comprehension and
memory.
o Share an example of a simple story and model how to retell it,
highlighting the main characters, setting, problem, and resolution.
2. Read-Aloud Story (10 minutes):
o Choose a short, engaging story to read aloud to the class. Make sure it
has clear plot elements and is relatable to learners.
o As you read, pause to ask questions and encourage predictions about
what might happen next.
3. Introduce Story Retelling Prompts (5 minutes):
o Distribute story retelling prompt cards to the learners. Prompts can
include:
▪ Who are the main characters?
▪ Where does the story take place?
▪ What was the problem in the story?
▪ How was the problem solved?
▪What was your favorite part of the story?
o Explain how these prompts will help guide their retelling.
4. Partner Retelling Activity (15 minutes):
o Pair learners up and have them take turns retelling the story to each
other using the prompts as guides.
o Encourage them to use their own words and expressions, emphasizing
understanding rather than memorization.
o As they share,learners should listen carefully and ask follow-up
questions based on the prompts.
5. Group Sharing (10 minutes):
o Bring the class back together and ask volunteers to share their
retellings with the group.
o Use the whiteboard or chart paper to write down the key elements
from the stories shared. This can serve as a visual aid for
understanding story structure.
6. Discussion on Retelling (5 minutes):
o Engage learners in a discussion about their retelling experiences.
Questions might include:
▪ “What part of the story was easiest to remember?”
▪ “Which prompt helped you the most?”
“How did your partner’s retelling differ from yours?”
▪
7. Wrap-Up Activity (5 minutes):
 o Conclude by emphasizing the key elements of a story (characters,
setting, problem, resolution) and how they help us understand what we
read.
o Encourage learners to think of other stories they can retell using the
same prompts in the future.

Assessment Criteria:

● Participation in the retelling activity and group discussions.

● Ability to identify and articulate key story elements using the prompts.

● Engagement with peers during the partner activity.

Extension Activity (Optional):

● Have learners choose their favorite story to create a visual retelling using
drawings or storyboards. They can present their visual retelling to the class or
display it in the classroom.

Reflection:

● Monitor learner engagement and understanding during the activity.

● Use their retellings and participation in discussions for assessment purposes.

This Story Retelling with Prompts activity fosters comprehension and narrative
skills in transitioning readers, allowing them to engage with stories meaningfully
while developing their ability to communicate ideas clearly!