(mimeo, MOE. No further details, see 6.2.2)
By the end of Grade 7 (all pupils should be able to):
1. spell aloud, by naming letters, any words taught in Grades 1-72. recognise and read aloud with confidence and fluency all the sight words taught in Grades 1-6, and continue to build up their sight vocabulary by approximately 400 words to attain a sight vocabulary of about 1800 head words by the end of Grade 7
3. apply known phonic rules to words familiar from Spoken Language work but not previously seen in print, and in this way be able to read aloud such words without prior "look and say" presentation by the teacher (see the section on phonics for the phonic rules to be taught in Grade 7,) sight words and words decipherable by phonic analysis combining to give a reading vocabulary of 2500-3000 words by the end of Grade 7
4. read aloud with greater fluency and expression than in Grade 6, sentences or a passage where they can be expected either to recognise all the words because they have been pre-taught, or to sound them out by applying known phonic rules
5. read silently or (sic) a passage that they can be expected to read on their own (i.e. a passage which contains no words that they cannot either recognise or read by applying phonic analysis)
6. read silently for pleasure (i.e. in extensive reading) at a speed of around 100 words per minute
7. demonstrate understanding of passages that they have either read aloud or which they have read on their own by answering the following:
factual questions of increasing difficulty compared with Grade 6
inferential questions suitable for this level
questions which relate what they have read to their own personal experiences
such questions may be1) presented either orally or in print2) answered with short answers or a full sentence as appropriate
3) of the Yes/No type (closed question), alternative questions (i.e. questions with "or"), or of the wh-type, (i.e. open questions which begin with questions words like: what, where, when, who why, how, etc...)
8. express opinions, based on their interpretation of what they have read, on character, plot and reasons for behaviour and make simple value judgements
9. read and demonstrate understanding of (by answering questions or carrying out instruction) the following types of reading materials:
narrative passages and stories in the Pupils' books or any other source of the same level including stories from the Good News Bible stories and articles from Orbit and Chonogolo Magazines and stories from any supplementary readers of the appropriate level formal letters such as letters to the newspapers, letters of complaint, letters making or asking for appointments etctelegrams
newspaper articles of a suitable level, especially headlines and editorials, and feature articles
official forms (to be combined with writing exercises on how to fill in such forms) such as applications for things like a driving licence, a travel document, a hunter's licence, a charcoal burning licence etc...
National Registration Forms, insurance forms, an affidavit etc... instructions on the various pieces of equipment etc...they might come across for e.g. for wiring a plug, installing a piece of household equipment, e.g. a fridge or a T.V. and instructions for using and maintaining such equipment as they are likely to meet with in their places of work
material relating to matters of National Development and other concerns of public interest using authentic materials produced by the relevant Government Departments where possible
instructions on examination papers
advertisments in newspapers
official announcements
savings books, payslips, money orders, cheques, bills
10. read and interpret information set out in charts, simple maps, diagrams, plans and simple graphs of increased difficulty as compared with Grade 6
11. show that they can tell the difference between fact and opinion with reference to materials suitable to this level e.g. a simulated newspaper article which is biased.
12. show that they can predict from a heading, summary, picture, caption etc... the probable content of what they are about to read.
13. state their purpose in reading a particular passage e.g. for instructions, to gain specific information or to get the gist of a passage.
15. use alphabetical lists of words and use a purpose written section of a dictionary (if a real dictionary is not available) to look up meaning of words
16. infer the meaning of words and structures not previously taught from the context in the reading passage and from their knowledge of word building.
17. read and demonstrate understanding of such reading materials as may be used in the teaching of other subjects at this level and authentic materials, e.g. the National Provident Fund Brochure which they may need in life outside school.
