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EdData II

The Primary Math and Reading (PRIMR) Initiative Assessment Manual

EdData II Technical and Managerial Assistance, Task Number 13 Contract Number AID-623-M-11-00001 Strategic Objective 3 Date: January 15, 2012 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

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The Primary Math and Reading (PRIMR) Initiative Assessment Manual Prepared for Dr. Teresiah Gathenya, COTR, USAID/Kenya United States Agency for International Development Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 RTI International is a trade name of Research Triangle Institute.

The authors’ RTI International views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government

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What is PRIMR? Funded via the United States Agency for International Development’s (USAID) EdData II project, the Primary Math and Reading program (PRIMR) will take place between 2011 and 2014 in urban and rural Kenyan schools. The PRIMR program is both an intervention focused on improving pupil achievement as well as a sophisticated research study designed to provide policy-relevant information regarding the most effective methods for scaling up learning improvements at a national scale. Implemented by RTI International (Research Triangle Institute), PRIMR revolves around five objectives: 1. Prepare syllabus-based scope and sequence in English, Kiswahili and mathematics 2. Develop and provide lesson plans, books and instructional materials 3. Train teachers in Standard 1 and 2 as well as their coaches and tutors 4. Provide policy support for instructional improvement across the primary education sector 5. Support the creation and expansion of a reading culture in local communities What does PRIMR address and why? Research from the Early Grade Reading Assessment (EGRA), the Uwezo initiative and the National Assessment System for Monitoring Learner Achievement (NASMLA) show that a large percentage of Kenyan children are unable to read simple texts or to understand what they read. Children who cannot read in Standard 1 and 2 are likely to do poorly on the Kenya certificate of Primary Education (KCPE) exam, repeat a year, or drop out. The ability to read and write is an essential skill that allows a child to access new subjects and ideas. PRIMR focuses on schools with children that are struggling with these skills. Research from the Early Grade Mathematics Assessment (EGMA) and investigation of the low scores on the KCPE exam show that many children in Standard 1 and 2 struggle with simple mathematic operations and general number sense. Math skills are necessary to access a basic economic understanding, which even young children are capable of mastering. Children need a foundation in these basic math skills so they can eventually contribute to economic growth, ensuring that Kenya achieves Vision 2030. Implementation A core component of the PRIMR strategy is in reforming methods of instruction by supporting ongoing professional training for teachers. This will be carried out through training sessions held every term, as well as cluster-based monthly reflections with coaches (in informal schools, hired by PRIMR) and Teachers’ Advisory Centre (TAC) tutors (in government schools, Ministry of Education employees). Teachers will be trained in how to administer 150 new lesson plans, each complemented with new reading and math materials. In addition, teachers will be trained in how to encourage and maintain a culture of gender equity within their classes. This Manual The purpose of this manual is to help teachers understand how the use of assessment will support the work of the PRIMR initiative. There are two major assessments that will be undertaken under PRIMR every term.

1. School report card – Done by coaches/head teachers - every term 2. Pupil assessment – Done by teachers - every term

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School Report Card In order to determine whether and how much children are improving their skills in Kiswahili, English and Maths, a school report card will be shared with the community and the school, every term. In February 2012, the instructional coach or TAC tutor assigned to this school will randomly choose children to read with. The findings from that will serve as the beginning stage of the assessment. The results will be posted on the school grounds and in the teacher room. The community will be able to see progress towards the school defined goals every term. The school report card for Kiswahili and English is below:

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As you can see, there is space for growth for children in both Class 1 and 2. PRIMR will help the school share the progress towards an improved reading mean score in Class 1 and 2 every term. Pupil Assessment To help your classroom and school excel at the term by term school report card, PRIMR will help you and your classroom assess children every term to determine their growth and to understand which children you should focus on. The idea here is for every teacher to know where every child is, in all three subjects. This will be relatively easy but also require some time spent one-on-one with children. Why assess students throughout the year? In order to ensure that all children learn to read teachers need to keep track of how pupils are learning and what pupils are struggling with. Not all students will learn all skills and concepts the same and knowing what pupils have learned will help the teacher know if pupils need more instruction, more practice or can move forward with the planned instruction. In learning to read pupils must know the sounds of the letters in order sound out words. They must be able to sound out new words in order to read stories. And they must learn the meanings of the words in order to understand what they read. If pupils do not sufficiently learn one or more skills they will not be able to continue learning to read. Proper instruction can be thought of as a cycle. First pupils are assessed to see what it is they already know. Then teachers can plan instruction based on this information. As pupils are taught they are assessed again. The teacher uses the information gathered from the assessment to decide if pupils have learned and if they are progressing appropriately. If pupils are not learning as they should be the teacher will know and can adjust instruction based on this and then assess again after some time. This manual provides assessments and a tracking tool with goals for pupils at each assessment point. If pupils are not reaching these goals it is important to stop to consider what pupils have learned and what they have not based on the information gathered in the assessment. In some cases only a few pupils will need extra instruction or practice and in other cases the whole class will need to be retaught a particular skill. As a general rule if 80% or if 4 out 5 learners have learned the material it is ok to move on and later go back and help the other learners who did not understand in a small group. This can be done during another subject on the timetable.

Below is a decision tree that can also help teachers decided whether to move on or re-teach. It can be used at all three points of assessment.

Teachers should not rush to complete the lesson plans and always feel they are against time and must move on no matter what. If the majority of learners do not understand teachers should make sure to correct that. They’ll need to stop, reflect and change their practice. We expect that you will have to reteach some skills and concepts throughout the year and we and the Head

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Teacher will be looking for reteaching when it makes sense during coaching visits and Head Teacher observations. If there are questions about how to make these decisions or what exactly reteach discuss with your Head Teacher, coach or TAC Tutor. Instructions on pupil reading assessment The manual presented in this document will be used in participating schools. Class 1 and 2 teachers, supported by head teachers, are requested to use the reading report cards as follows:

- Teachers in Class 1 and 2 are required to read with every child before the end of every term to determine where he or she is. This should be marked on the pupil tracker form, in this manual and also in hard copy.

Teachers are requested to keep this manual and marking sheets for pupils outside of pupils’ reach. Your full cooperation in this matter is expected and appreciated. There will be visits to schools to make sure that the teachers are sending the report cards and are using the data. What To Do During Assessment Time Teachers should incorporate the assessment time into their lessons so that children are still active and learning. This means that the teacher should assess children during class-work time, as children are working on their exercise books, or during the break times, or outside of the normal class times. The document below is where each teacher should indicate the ability of children to read letters and stories and to comprehend what they read. This should be filled out for every child every term, in both Kiswahili and English.

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Include both Kiswahili and English scores: 50 / 30 for a child who read 50 words per minute in Kiswahili and 30 in English

Pupil Name Term 1 Term 2 Term 3 Letter reading Story reading Comp Letter

reading Story reading Comp Letter

reading Story reading Comp

Goal: 40 Goal: 20 Goal:80% Goal: 65 Goal: 35 Goal:100% Goal: 80 Goal: 50 Goal: 100% 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

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District: Zone: School: Class: Teacher: Primary Math and Reading (PRIMR) Initiative Pupil Tracker

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Include both Kiswahili and English scores: 50 / 30 for a child who read 50 words per minute in Kiswahili and 30 in English

Pupil Name Term 1 Term 2 Term 3 Letter reading Story reading Comp Letter

reading Story reading Comp Letter

reading Story reading Comp

Goal: 40 Goal: 20 Goal:80% Goal: 65 Goal: 35 Goal:100% Goal: 80 Goal: 50 Goal: 100% 19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

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Note that teachers should assess children in both English and Kiswahili, and on both letters and reading. The pages that follow reflect the same files that each teacher was given that were laminated. These are the files that you will use to assess each child every term. You will find lists of letters, as well as stories for both languages. What follows is the directions on how to score the pupil assessments. Instructions on how to assess pupils on letter reading Letter reading: instructions to the teacher. Toward the end of each of each term assess the children’s ability to read the letters fluently. Have the child read the letters, in the sheets with the large letters, for the correct period. Let them read for 60 seconds. Put a strike-through on each letter not read properly, for example, h. When 60 seconds are finished, stop the child and put a bracket like this ] after the last letter read. Using the guideline numbers to the left in each table, count the number of letters read (for example, if the bracket is after the letter ‘O’ in the row with the number 50, that means that the child read 50 plus 4, so 54 letters). Subtract the letters read incorrectly from the total read (that is, subtract the letters with the strike-throughs), and that’s the total read correctly per minute. Enter that in the Pupil Progress Tracker, under “Letter reading.” If the child read all the letters in less than one minute, then

you have to calculate readtotakenonds

Xcorrectlyreadletterssec

60 and write that down in the Pupil Progress

Tracker. An example is provided in your examples sheet. Once the child met the benchmarks set for letter knowledge (see the pupil report card for benchmarks), no need to continue assessing the child. Story reading: instructions to the teacher. Toward the end of each term, assess the children’s ability to read the stories fluently. Have the child read the story for the correct period. Let them read for 60 seconds. Put a strike through each word not read properly, for example, fishing. When 60 seconds are finished, stop the child and put a bracket like this ] after the last word read. Using the guideline numbers to the left of each story, count the number of words read (for example, if the bracket is after the “to” in the third line of the Period 4 story, you can read off the number 39 at the left of the line, and then add 2 words that the child read (those are ‘got’ and ‘home’), and that gives you the total attempted words – that is 41. Now subtract the words read incorrectly, and that’s the total words read correctly per minute. Enter that in the Pupil

Progress Tracker, under “Story reading.” then you have to calculate readtotakenonds

Xcorrectlyreadwordssec

60 and

write that down in the Pupil Progress Tracker. An example is provided in your examples sheet. Once the child met the benchmarks set for story reading, no need to continue assessing the child.

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English Letters 1

e A r d a I w t T D

s i R t m G r f B E

n M s t O y P C Q A

R U O G L h u r e m

A O A u h e t F e s

n S i O E L T y h R

a p T c F S E A C N

i S G m g R L i H b

p e i r E L X o N O

e d A j O N n I c D

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English Letters 2

S i G b m H L R g i

d I A D j c n N O e

i f R E t B r g m s

U r O m G e u h L R

p A T N c C E S F a

e o i O r N X L E p

S y i R O h T L E n

O F A s u e t e h A

M C s A t Q P y O n

A t e D d T w i a e

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Story 1 It is time to eat. Tamara and Pat are sitting under the shade. They want to eat their food. Tamara has rice and beans. Pat has yams and fish. Pat says, “Do you like yams, Tamara?” Tamara says, “Yes I like yams. Do you like beans?” Pat says, “Yes, I like beans”. Tamara says, “Let us share our food.”

Story 2 Mat and Sam play with toys. Mat has a toy car. Sam has a toy bell. Mat tied the toy bell on the toy car. Sam is sitting at the door. Mat rolls the toy car to Sam. The toy bell rings, ‘ding, dong, ding, dong’. Then Sam rolls the toy car to Mat. Mother says, “What is that?” Mat says, “It is the toy bell.” Mother says, “I thought it was the door.”

Story 3 Mike is going to the big city. The city is far. He is taking a ride on a train. It is a huge train. Father is going with him. They will visit Mat. Mike has a red bag on his back. He has food in the red bag. He has a drink too. He will eat his food in the train. He will keep some food for Mat.

Story 4 Mike is feeding the sheep. His pet dog is with him. The sheep likes grass. Mike has some grass in his hands. The sheep wants to eat the grass from Mike’s hand. Can the sheep bite Mike? His pet dog wants to play with the sheep. The sheep comes closer. Mike drops the grass.

Story 5 There is a big rat in the class. It is hiding under the table. Sam wants to kill it. He has a long stick. He pokes under the table. The big rat jumps up. It gets on Mat’s chair. Mat hits it with a book. It runs to the door. Sam hits with the stick. The rat goes past Sam. It runs away. Story 6 Mat and Mother are cooking. They have meat, rice and beans. Mother can chop the meat. Mat can wash the rice. Who will peel the beans? They will soon finish cooking. Mother wants to bake a cake too. They all like cakes.

Story 7 The kids are singing a song. They are dancing too. They hop. They skip. They jump. They clap. It is a nice song. It is a nice dance too. Tamara is leading the dance. She is singing and swinging. The kids like Tamara. They are very happy to sing and dance with her.

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Story 8 Pat and Mike are in class. They are reading a story. It is a good story. It tells of a boy with a pet dog and a pet pig. The pet dog wants to bite the pet pig. The boy wants to hide the pet pig in his red bag. His red bag is too small. He wants to lock the pet pig in his room. The pet dog gets in the room too. What will the boy do?

Story 9 Tamara and Pat are playing a game. It is a ‘hide and seek’ game. Tamara is hiding under the chair. Pat looks under the table. Tamara is not there. She looks on the bed. Tamara is not there. Where is Tamara? She looks under the chair. She finds Tamara!

Story 10 Ann was a tall girl. She had long legs and she could run fast. She had a dog called Lucky. She raced the dog every day, to see who was faster. Ann was fast, but the dog was even faster. But Ann kept trying. She got better over time. She also grew. After many months she started running faster than Lucky.

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Kiswahili Letters 1

g N u e k t n i a o

A Z a V S I a l e U

e i Ny Dh i w m Y i g

n k y M a I h i d M

w l e u z W i n O o

a n m a T A i A i ng'

f a N E L u sh k p O

n A u I a I i a k h

a i b R B a U ch m t

gh D s K a A o a th n

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Kiswahili Letters 1

l m S a H u E o n d

a w A s I u e a h i

i W l L A V t o a I

k i A Dh U A B M n i

i m Y Ny I a w K Z i

n gh T O Ch U f e k M

A sh R a N a k U a u

b a a i Th I D g i N

p A a O N y I i e u

t a n ng' G n m a z k

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Hadithi 1 Tai anakaa mtini na konokono. Kima akaona tai na konokono. Kima akaita, “Tai, nataka kununua konokono.” Tai akaitika, “Konokono ananuka. Mimi nina ini nono.” Kima akaitika “Kama konokono ananuka nitanunua ini nono.” Kima akaoka ini nono. Ini nono ni tamu. Hadithi 2 Mto Keema ukaenea kote. Watu wote wakakutana.“Kee!” wakamaka. “Mto umeenea kote!” Watoto wakaita, “Tuokoe!” Watu wakanena, “Amueni tuokoe watoto, kuku na paka wetu!” Wanawake wakaamua kukaa na watoto mitini. Watu wakatumia keekee na miti. Mto Keema ukakoma kuenea. Hadithi 3 Kiboko aliamka asubuhi na kuelekea kwa bata. Kiboko akakaa sebuleni. Bata akamuona kiboko sebuleni. Akawa na wasiwasi kwa sababu ilikuwa asubuhi sana. Kiboko alitaka hela ili akatibiwe. Bata akaelekea kabatini na kutoa mkoba wa hela. Bata na Kiboko wakaelekea kwa tabibu. Hadithi 4 Tulisikia mayowe tukiwa sebuleni! Tokeni! Baba akasema. Sote tukatoka na kutazama. Tukaona moto kila mahali. Waya za stima ziliwaka moto. Sote tukawa na wasiwasi. Wazima moto wakatokea. Wakauzima moto uliokuwa umewaka kila mahali. Mioyo yetu ikatulia, tukaelekea tena sebuleni. Hadithi 5 Jana tulipewa ruhusa kwenda mazoezi ya mpira. Tukapanda basi letu la shule na kuelekea uwanjani. Njiani tulipata msururu mkubwa wa magari. Tulikakaa hapo kwa muda mrefu hadi petroli ya basi letu ikaisha. Tukawa na wasiwasi. Tulipomwita mwalimu mkuu, alituitia pikipiki na punda. Sote tukapanda na kuelekea mazoezini. Hadithi 6 Panya aliomuona paka. Kwa dharau akaita, “Kaka Paka! Habari zako? Kwani binadamu amekupa fedha unidhuru?” Paka akakasirika na kusema, “Mimi nina fedha zangu, sio kama wewe unayeishi nyasini. Kwangu wewe ni nyama yenye ladha tamu. Wacha madharau, uwe na adabu.” Panya akaogopa na kutoroka. Hadithi 7 Charo alikuwa kijana msafi. Kila siku alijichana mara moja, mbili, tatu. Hakutaka kupata chawa. Wakiwa na marafiki zake watano walichukia chochote kichafu. Walikula tu, chakula kisafi. Kila walipotoka choo walinawa mikono. Kila siku walinawa mara moja, mbili, kumi, kumi na tano hata mara thelathini.

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Hadithi 8 Kaka sungura alienda harusini. Akakaa langoni na kutazama mavazi ya wageni. Nguruwe alikuwa amevaa koti zito. Ngamia akawa amevaa kaptula, tai shingoni na viatu vya ngozi. Chui akachungulia na kumuona sungura akicheka. Chui akamuuliza, “mbona unacheka mavazi ya watu?” Sungura aliposikia sauti ya chui akatorokea pangoni. Hadithi 9 Wanafunzi wa darasa la kwanza walipenda mazoezi ya viungo. Waliposikia mlio wa kengele wao walifurahi sana. Walivua viatu na sare zao kisha wakavaa nguo za michezo. Kila mtu alikimbia uwanjani na kuchukua mpira au kamba. Mwalimu aliwaonyesha michezo nao walifuata mfano wake. Wanafunzi walifurahia michezo sana. Hadithi 10 Mjomba wangu ni fundi hodari sana. Alianza kazi yake punde tu alipotoka jandoni. Yeye ana ujuzi wa kujenga nyumba, kibanda cha duka na hata viwanda. Pia anaweza kuunda kitanda, meza na kabati. Katika ujenzi wake, yeye hutumia vifaa kama nyundo, musumeno, misumari na gundi. Hadithi 11 Asubuhi na mapema tukaitwa na mama. Anga ilikuwa shwari, jua lilikuwa limechomoza. Mama akatuambia tuende kupatia kuku wishwa na kufungia mbwa. Tukamwambia mama kuwa hatujapata kiamsha kinywa. Hapo ndipo mama alitupa mkate mweupe, chai na maharagwe ya nazi. Tuliposhiba tukaelekea nje na kufanya kazi tuliyopewa na mama.

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SCORING THE FLUENCY AND COMPREHENSION ITEMS Example for child who did not finish in one minute Example for child who finished in less than one minute

Term 1

0 E N L E O X r o i p

0 m B G I E r t f R s

20 L e H U M u G r O R

30 E h L S R T O y i n

40 O c N D D n j I A e

50 a T i A D w d t e e

60 h e e O S T] u F A A

70 O Q y M A P t C s n

80 g H R S b L m i G i

90 F C S P N E c A T a

Anthony Kabura

Dorine Mukoya

66-3=60 100-4=96, 100 X 60 / 55 = 109

In this example, Anthony used all 60 seconds to read the In this example, Dorine read the passage in less than letters. He read 66 (see the bracket ] after the T in row 60), 60 seconds. She read all 100. She took only 55 so you read off 60 and then count 6. But he made 3

seconds. She made 4 mistakes (g, G, n, and i). So mistakes (O, T, and j) so he read only 63 correctly.

the total read correctly was only 96. Since she read

Term 1

0 E N L e O X r o i p

10 m B g i E r t f R s

20 L e h U M u G r O R

30 E h L S R T O y i n

40 O c N d D n j I A e

50 a T i A D w d t e e

60 h e e O S t u F A A

70 O Q y M A P t C s n

80 g H R S b L m i G i

90 F C S p N E c A T a]

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So his letter reading fluency is 63 letters read correctly

the 96 in 55 seconds, you calculate per minute. Note that when children read less than all

5560100 X and this is 109. So, she read 109 letters

words you do not need to use the calculator as the correctly per minute. calculation is very simple. Marking story reading

Example for child who did not finish in one minute. Example 1: Anthony Kabura 0 Toe went fishing one day at the river near his house. The river was full of water. He tried to

20 fish many times, but he was not lucky. Then he caught one fish, but it swam away. But he 39 decided to keep trying. Then he caught a big fish. He kept the fish, took it home, and his

58 mother cooked it. Then he ate the ] fish. He was glad he had kept trying.

You write: Anthony Kabura

65 – 3 = 62

John read 65 words (read off the 58, then count off the words until the ]. But he got 3 wrong (caught, decided, and caught). So he got 62 right. Since he read only 60 seconds, then no more calculations are needed. He read 62 correct words per minute.

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Example for child who finished in less than one minute. Example 1: Dorine Mukoya 0 Toe went fishing one day at the river near his house. The river was full of water. He tried to

20 fish many times, but he was not lucky. Then he caught one fish, but it swam away. But he 39 decided to keep trying. Then he caught a big fish. He kept the fish, took it home, and his 58 mother cooked it. Then he ate the fish. He was glad he had kept trying.

You write: Dorine Mukoya

72 – 4 = 68, 68 X 60 / 45 = 90

Dorine read all words (72) but made 4 mistakes (lucky, decided, cooked, and trying), so she read 68 correctly. You then calculate 68 X 60 / 45 = 90, so she read 90 words correctly per minute.

Marking comprehension scores

After the child heard or read a story, ask the five comprehension questions and for each answer mark either ‘correct’ or ‘incorrect’ depending on the pupil answer. Upon the completion of the exercise, count the number of correct answers and mark it where indicated by the word ‘Total’ as follows: if the child answered all of the five questions correctly, write down 5/5. This means that the child answered all 5 questions correctly. If the child answered 4 questions correctly, then write 4/5. For three correct answers, write 3/5. For two correct answers, write 2/5. For one correct answer, write 1/5. For no correct answers, write 0/5. See an example below – the child answered 3 correct questions out of 5 possible answers, and the total score was 3/5. Once the exercise is completed, update the pupil tracker as follows: for 1. 0/5= 0% comprehension; 1/5 = 20% comprehension; 2/5= 40% comprehension; 3/5= 60% comprehension; 4/5 = 80% comprehension; and 5/5 = 100% comprehension.

Score Period 4 John had a little dog. The little dog was fat. One day

John and the dog went out to play. The little dog got lost. But after a while the dog came back. John took the dog home. When they got home John gave the dog a big bone. The little dog was happy so he slept. John also went to sleep.

What kind of animal did John have? Was the animal big or little? Where did John and the dog they go one day? What happened to the dog? Did the dog ever come back?

1. Correct 2. Incorrect 3. Correct 4. Correct 5. Incorrect Total: 3/5

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English Comprehension Questions Story 1 It is time to eat. Tamara and Pat are sitting under the shade. They want to eat their food. Tamara has rice and beans. Pat has yams and fish. Pat says, “Do you like yams, Tamara?” Tamara says, “Yes I like yams. Do you like beans?” Pat says, “Yes, I like beans”. Tamara says, “Let us share our food.” Questions:

1. What time is it? (time to eat, time for lunch or dinner) 2. What are the children eating? (rice, beans, yams, fish) 3. What does Tamara like? (yams) 4. What does Pat like? (beans) 5. Why do Pat and Tamara share their food? (they both like all the food, they are friends)

Story 2 Mat and Sam play with toys. Mat has a toy car. Sam has a toy bell. Mat tied the toy bell on the toy car. Sam is sitting at the door. Mat rolls the toy car to Sam. The toy bell rings, ‘ding, dong, ding, dong’. Then Sam rolls the toy car to Mat. Mother says, “What is that?” Mat says, “It is the toy bell.” Mother says, “I thought it was the door.” Questions:

1. Who has a toy car? (Mat) 2. What do Mat and Sam do with toy car? (roll the car, play with the car) 3. What does the toy bell do? (rings, makes a sound) 4. Why does Mother ask “What is that?” (she heard the bell) 5. Why did Mother think the bell was the door? (they both make ringing sounds)

Story 3 Mike is going to the big city. The city is far. He is taking a ride on a train. It is a huge train. Father is going with him. They will visit Mat. Mike has a red bag on his back. He has food in the red bag. He has a drink too. He will eat his food in the train. He will keep some food for Mat. Questions:

1. Where is Mike going? (the big city) 2. Why does he have to take the train? (the city is far) 3. Who are they going to see in the city? (Mat) 4. Why does Mike have food in his bag? (to eat on the train, he may be hungry) 5. What will Mike give to Mat? (some food)

Story 4 Mike is feeding the sheep. His pet dog is with him. The sheep likes grass. Mike has some grass in his hands. The sheep wants to eat the grass from Mike’s hand. Can the sheep bite Mike? His pet dog wants to play with the sheep. The sheep comes closer. Mike drops the grass. Questions:

1. What is Mike doing with the sheep? (feeding the sheep) 2. Who is with Mike? (his pet dog) 3. Why does Mike have grass in his hands? (to feed or give to the sheep) 4. What does the dog want to do? (play with the sheep) 5. Why does Mike drop the grass? (so the sheep will eat it, to get the dog)

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Story 5 There is a big rat in the class. It is hiding under the table. Sam wants to kill it. He has a long stick. He pokes under the table. The big rat jumps up. It gets on Mat’s chair. Mat hits it with a book. It runs to the door. Sam hits with the stick. The rat goes past Sam. It runs away. Questions:

1. What is in the class? (a rat) 2. Why does Sam want to kill it? (rats are not good) 3. What does Sam do to the rat? (pokes the rat, hits the rat) 4. What does Mat do to the rat? (hits the rat with a book) 5. What will happen to the rat? (goes home, hides under a bush, goes outside)

Story 6 Mat and Mother are cooking. They have meat, rice and beans. Mother can chop the meat. Mat can wash the rice. Who will peel the beans? They will soon finish cooking. Mother wants to bake a cake too. They all like cakes. Questions:

1. Who is cooking? (Mat and Mother) 2. What do they do they use? (meat, rice, and beans) 3. What can Mat do? (peel the beans) 4. When will they eat? (soon) 5. Why does Mother want to bake a cake? (everyone likes the cakes)

Story 7 The kids are singing a song. They are dancing too. They hop. They skip. They jump. They clap. It is a nice song. It is a nice dance too. Tamara is leading the dance. She is singing and swinging. The kids like Tamara. They are very happy to sing and dance with her. Questions:

1. What are the kids doing? (singing, dancing, hopping, skipping, jumping, or clapping) 2. Who is dancing and skipping? (the kids) 3. How do the kids feel about the song? (they like the song) 4. What does Tamara do? (she leads the dance) 5. Why do the kids like Tamara? (she is nice, she dances well)

Story 8 Pat and Mike are in class. They are reading a story. It is a good story. It tells of a boy with a pet dog and a pet pig. The pet dog wants to bite the pet pig. The boy wants to hide the pet pig in his red bag. His red bag is too small. He wants to lock the pet pig in his room. The pet dog gets in the room too. What will the boy do? Questions:

1. What are Pat and Mike doing? (reading a story) 2. Do they like the story? (yes it is good) 3. What does the boy want to do with the pet pig? (hide the pig, put in his bag, or put in his room) 4. Why does the boy put the pig in his room? (to hide it, so the dog will not get it) 5. What will happen to the pig and the dog? (the dog will chase the pig, the pig will run away, or

dog will get the pig)

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Story 9 Tamara and Pat are playing a game. It is a ‘hide and seek’ game. Tamara is hiding under the chair. Pat looks under the table. Tamara is not there. She looks on the bed. Tamara is not there. Where is Tamara? She looks under the chair. She finds Tamara! Questions:

1. What game are Pat and Tamara playing? (a game, hide and seek) 2. Who is hiding? (Tamara) 3. Where does Pat look for Tamara? (under the table, on the bed, or under the chair) 4. Where does Pat find Tamara? (under the chair) 5. Do the girls enjoy the game? Why do you think that?(pupil give opinion and a reason for

opinion) Story 10 Ann was a tall girl. She had long legs and she could run fast. She had a dog called Lucky. She raced the dog every day, to see who was faster. Ann was fast, but the dog was even faster. But Ann kept trying. She got better over time. She also grew. After many months she started running faster than Lucky. Questions:

1. What can Ann do? (run fast) 2. What is her dog’s name? (Lucky) 3. Who was fastest? (the dog) 4. How did Ann get better? (kept trying, practice, run a lot) 5. How did Ann feel when she was faster than Lucky? (good, happy, excited etc)

Ufahamu: Hadithi na Maswali Yake

Hadithi 1 Tai anakaa mtini na konokono. Kima akaona tai na konokono. Kima akaita, “Tai, nataka kununua konokono.” Tai akaitika, “Konokono ananuka. Mimi nina ini nono.” Kima akaitika “Kama konokono ananuka nitanunua ini nono.” Kima akaoka ini nono. Ini nono ni tamu. Maswali:

1. Tai anakaa wapi? (mtini, juu ya mti) 2. Tai anakaa na nani? (konokono; na rafiki yake konokono) 3. Kima alipotaka kununua konokono, aliambiwa nini? (aliambiwa konokono ananuka; tai alikuwa

na ini nono) 4. Kima aliponunua ini nono, alifanya nini? (alioka ini nono; aliila ini nono) 5. Mwandishi alijuwaje ini nono ni tamu? (pengine alionja; pengine aliambiwa; pengine

alikisia/fikiria tu kuwa ini nono ni tamu) Hadithi 2 Mto Keema ukaenea kote. Watu wote wakakutana.“Kee!” wakamaka. “Mto umeenea kote!” Watoto wakaita, “Tuokoe!” Watu wakanena, “Amueni tuokoe watoto, kuku na paka wetu!” Wanawake wakaamua kukaa na watoto mitini. Watu wakatumia keekee na miti. Mto Keema ukakoma kuenea. Maswali:

1. Mto Keema ulifanya nini? (Ulienea kote; ulifura; maji yalitapakaa/yalijaa kote) 2. Ni nani aliita aokolewe? (watoto) 3. Watu waliamua kuokoa nini kingine? (kuku na paka) 4. Kwa nini wanawake walikaa mitini na watoto? (Maji yalienea kote; mto ulikuwa umefura;

walitaka kuwa salama; miti ilikuwa salama; hawangezama; walitaka watoto wasiogope; ) 5. Unafikiri walifanya nini mto ukakoma kuenea? (walitumia keekee na miti; walijenga daraja;

walitengeneza bwawa la kuzuia maji)

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Hadithi 3 Kiboko aliamka asubuhi na kuelekea kwa bata. Kiboko akakaa sebuleni. Bata akamuona kiboko sebuleni. Akawa na wasiwasi kwa sababu ilikuwa asubuhi sana. Kiboko alitaka hela ili akatibiwe. Bata akaelekea kabatini na kutoa mkoba wa hela. Bata na Kiboko wakaelekea kwa tabibu. Maswali:

1. Nani aliamka asubuhi? (Kiboko) 2. Aliyeamka asubuhi alielekea wapi? (Kwa bata; nyumbani kwa bata) 3. Kiboko alikaa wapi? (sebuleni; kwa bata) 4. Kwa nini kiboko alitaka hela? (ili akatibiwe; alitaka kutibiwa; alikuwa mgonjwa; alikuwa

amepoteza zake) 5. Unafikiri tabibu alifanya nini? (alimtibu kiboko; alimdunga sindano; alimpa dawa akameze;

aliwapokea vyema) Hadithi 4 Tulisikia mayowe tukiwa sebuleni! Tokeni! Baba akasema. Sote tukatoka na kutazama. Tukaona moto kila mahali. Waya za stima ziliwaka moto. Sote tukawa na wasiwasi. Wazima moto wakatokea. Wakauzima moto uliokuwa umewaka kila mahali. Mioyo yetu ikatulia, tukaelekea tena sebuleni. Maswali:

1. Wahusika walisikia nini? (mayowe; kelele; baba akiita) 2. Wahusika walikuwa wapi? (sebuleni; Ndani ya nyumba) 3. Walipotoka na kutazama, waliona nini? (moto kila mahali; waya za stima zikiwaka moto) 4. Ni nani waliuzima ule moto? (Wazima moto) 5. Kwa nini wahusika walikuwa na wasiwasi? (walifikiri wangeungua/chomeka kwa moto)

Hadithi 5 Jana tulipewa ruhusa kwenda mazoezi ya mpira. Tukapanda basi letu la shule na kuelekea uwanjani. Njiani tulipata msururu mkubwa wa magari. Tulikakaa hapo kwa muda mrefu hadi petroli ya basi letu ikaisha. Tukawa na wasiwasi. Tulipomwita mwalimu mkuu, alituitia pikipiki na punda. Sote tukapanda na kuelekea mazoezini. Maswali:

1. Wahusika walipewa ruhusa ya kwenda kufanya nini? (kufanya mazoezi ya mpira) 2. Walitumia nini kuelekea uwanjani? (basi la shule yao; gari la shule) 3. Kwa nini wahusika walikaa njiani kwa muda mrefu? (kulikuwa na msururu wa magari;

kulikuwa na magari mengi; kulikuwa na foleni kubwa ya magari; magari yalijaa barabarani) 4. Kwa nini wahusika walikuwa na wasiwasi? (gari/basi lao liliisha petrol; muda wa mazoezi

ulikuwa unaisha; hawakutaka kukaa kwenye msururu wa magari kwa muda mrefu.) 5. Wahusika walifika vipi kwenye uwanja wa mazoezi? (walitumia pikipiki na punda; walitumia

mbinu nyingine za usafiri; walishuka kutoka kwenye basi la shule na kupanda pikipiki na punda)

Hadithi 6 Panya aliomuona paka. Kwa dharau akaita, “Kaka Paka! Habari zako? Kwani binadamu amekupa fedha unidhuru?” Paka akakasirika na kusema, “Mimi nina fedha zangu, sio kama wewe unayeishi nyasini. Kwangu wewe ni nyama yenye ladha tamu. Wacha madharau, uwe na adabu.” Panya akaogopa na kutoroka. Maswali:

1. Nani alimwona paka? (panya) 2. Panya alisema nini? (aliuliza ikiwa paka alikuwa amelipwa kumdhuru yeye; alisema habari

zako kaka paka; alitaka kujua kwa nini paka hampendi) 3. Kwa nini paka aliogopa? (aliambiwa yeye ni nyama yenye ladha tamu: aliogopa kuliwa na

panya; alijua paka angemla; alijua amemkosea paka; hakuwa na adabu; alikuwa na madharau kwa paka)

4. Kutokana na hadithi hii, panya anaishi wapi? 5. Kutokana na hadithi hii, paka anaishi wapi? (na binadamu; nyumbani; na watu)

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Hadithi 7 Charo alikuwa kijana msafi. Kila siku alijichana mara moja, mbili, tatu. Hakutaka kupata chawa. Wakiwa na marafiki zake watano walichukia chochote kichafu. Walikula tu, chakula kisafi. Kila walipotoka choo walinawa mikono. Kila siku walinawa mara moja, mbili, kumi, kumi na tano hata mara thelathini. Maswali:

1. Nani alikuwa msafi? (Charo) 2. Huyu kijana alifanya nini kila siku? (alijichana; alichana nywele zake mara nyingi;) 3. Walifanya nini walipotoka choo? (walinawa mara nyingi; waliosha mikono yao sana) 4. Kwa nini walikila chakula kisafi? (hawakutaka kuwa wagonjwa; walitaka kuwa na afya njema;

hawakupenda vitu vichafu; chakula kisafi ni bora kuliko kichafu; walipewa chakula hicho kisafi; walikatazwa kula chakula kichafu)

5. Je, ukiwa mchafu nini chaweza kutendekaa? Unaweza kuwa mgonjwa; unaweza kuendesha/kuharisha; unaweza kupata chawa; unaweza hata kufa)

Hadithi 8 Kaka Sungura alienda harusini. Akakaa langoni na kutazama mavazi ya wageni. Nguruwe alikuwa amevaa koti zito. Ngamia akawa amevaa kaptula, tai shingoni na viatu vya ngozi. Chui akachungulia na kumuona sungura akicheka. Chui akamuuliza, “Mbona unacheka mavazi ya watu?” Sungura aliposikia sauti ya chui akatorokea pangoni. Maswali:

1. Nani alienda harusini? (Kaka Sungura). 2. Kaka sungura alikaa wapi? (langoni) 3. Alipokaa pale, Kaka Sungura alifanya nini? (alitazama mavazi ya wageni). 4. Eleza mavazi aliovaa ngamia. (kaptula, tai shingoni na viatu vya ngozi). 5. Kwa nini Kaka Sungura alicheka? (Kuenda wageni walivaa mavazi ya kiajabu ajabu; huenda

baadhi ya wageni walivalia ovyoovyo; huenda wageni wangine hawakuwa wamevaa vizuri. Hadithi 9 Wanafunzi wa darasa la kwanza walipenda mazoezi ya viungo. Waliposikia mlio wa kengele wao walifurahi sana. Walivua viatu na sare zao kisha wakavaa nguo za michezo. Kila mtu alikimbia uwanjani na kuchukua mpira au kamba. Mwalimu aliwaonyesha michezo nao walifuata mfano wake. Wanafunzi walifurahia michezo sana. Maswali:

1. Ni akina nani walipenda mazoezi ya viungo? (wanafunzi; wanafunzi wa darasa la kwanza) 2. Wanafunzi hao walihisi vipi waliposikia mlio wa kengele? (walijawa na furaha; walifurahi sana;

walikuwa wachangamfu) 3. Taja vitu ambavyo walitumia kucheza (mpira, kamba) 4. Nani aliwaonyesha wanafunzi michezo? (mwalimu) 5. Michezo ina umuhimu gani? (Michezo hujenga maungo; kuchangia afya bora; hufurahisha

watoto; huchangamsha watoto; husaidia watoto kukua vyema). Hadithi 10 Mjomba wangu ni fundi hodari sana. Alianza kazi yake punde tu alipotoka jandoni. Yeye ana ujuzi wa kujenga nyumba, kibanda cha duka na hata viwanda. Pia anaweza kuunda kitanda, meza na kabati. Katika ujenzi wake, yeye hutumia vifaa kama nyundo, musumeno, misumari na gundi. Maswali:

1. Nani ni fundi hodari? (mjomba; mjomba wa mhusika) 2. Alianza ile kazi ya ufundi lini? (baada ya kutoka jandoni; Punde alipotoka jandoni) 3. Taja baadhi ya vitu ambavyo yule fundi hutengeneza. (Nyumba; kibanda cha duka; viwanda;

kitanda, meza, kabati) 4. Taja vifaa amabavyo fundi huyu hodari hutumia. (nyundo; musumeno; misumari; gundi) 5. Mtu anayetengeneza vitu vya mbao anaitwa nani? (seremala).

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Hadithi 11 Asubuhi na mapema tukaitwa na mama. Anga ilikuwa shwari, jua lilikuwa limechomoza. Mama akatuambia tuende kupatia kuku wishwa na kufungia mbwa. Tukamwambia mama kuwa hatujapata kiamsha kinywa. Hapo ndipo mama alitupa mkate mweupe, chai na maharagwe ya nazi. Tuliposhiba tukaelekea nje na kufanya kazi tuliyopewa na mama. Maswali:

1. Waliitwa na mama sangapi? (asubuhi; saa moja au mbili… kabla ya saa sita) 2. Mama aliwapa kazi ipi? (Kupatia kuku wishwa na kufungia mbwa) 3. Watoto walijibu vipi? (walisema walikuwa hawajanywa chai na mkate; walisema walikuwa na

nja; walisema hawajapa kiamsha kinywa) 4. Mama aliwapa nini watoto wale? (mkate mweupe, chai, maharagwe ya nazi. 5. Wewe ulipewa nini ukala leo asubuhi? (chai, mkate, maandazi; kangumu; uji n.k.)