Teacher Capacity Building

Teaching Letter-sounds and Blending

A poster in hard copy on flexy (A1 size) or soft copy (PDF):


This is how it works:

 1. Start from the central section:  A lesson plan for teaching a letter-sound and to practice blending.

This section fits on a phone or tablet screen. It shows all the steps of the lesson in pictorial form. At the top, the pictures that indicate the actions are explained (to say, to show, to identity, to write)


 2. Follow the purple arrow to the right that says: ‘proposed order of letters’.

Her you find a list of letters and suggested key-words for each letter, aligned to the new basic school curriculum. It also suggests 2 and 3 letter words for blending. These words are made up of letter-sounds that have been learned. Teach one letter per lesson; all the steps in the lesson plan should be covered for each letter.


 3. Scroll back to the lesson plan.

Each step in the lesson plan follows the format: ‘I do – We do – You do’. First, the Teacher shows or says something; then Teacher and Learners practice together, then the Learners practice on their own. 


Each step in the lesson plan has a red arrow saying ‘more activities’.

When you scroll, you come to a round box that lists more activities in line with the new curriculum.


4. Let’s look at our first lesson, to teach letter-sound ‘b’.


* Image and sound of the Letter

The first step is to say sound ‘b’ while showing a letter card. That means we need to prepare that card. A purple arrow to the left says ‘make letter cards’. When we scroll to follow the arrow, we find step-by-step instructions on how we can make a set of neat letter cards.


Back to the lesson plan: the next action is together with the Learners to point at the letter and say the sound. After that, the Learners do this by themselves.


* The key-word

 Next, we come to the key-word. For this, we need an image of the key-word or even better, a real object. We have the key words ‘bath, boy, book, bus’. We could choose to place a boy or a book in front of the class, or to use a picture of a bath or a bus. We say the key-word, and then together with the Learners we say the key-word and the letter-sound: book - /buh/. After that, the Learners repeat this by themselves.


* Identify the letter-sound

Now we come to letter-sound identification. We say words that begin or end with letter ‘b’. We can use the other key-words for this, plus some additional words. Together with the Learners, we identify where sound ‘/buh/ is. Then the Learners do this on their own.



We have done the first 3 steps of the lesson. The other steps follow the same pattern.



There are 2 more information sections on the poster:


1. In the top-left corner there is an explanation of individual learning styles. Each individual is unique, and each of us has a dominant learning style. Each activity in the activity boxes has a picture that indicates which styles the activity serves best. This enables teachers to select a blend of activities that ensure that all styles are included.


2. In the left-down corner you find references to the 2019 curriculum for basic education in Ghana.




Teaching Numbers & Early Mathematics

A poster in hard copy on flexy (A1 size) or soft copy (PDF):



This is how it works:



1. The green bar at the top shows 6 steps. These are the steps Learners have to follow in order to well establish basic concepts in numbers and maths. This green bar fits on a tablet or phone screen for viewing.


2. There is a list of activities under each step. These form the basis for lesson plans, or for integration in other lessons according to the new curriculum. Each list of activities fits on a phone screen.


3. Let’s look at the first step. The first activity says: ‘Children sort objects according to size or colour, for example pencils, bottle tops’.

Next to the activity there is a picture of an eye and of a hand. There is an arrow that says ‘learn about different learning styles’.




 4. When we scroll and follow the arrow, we find an explanation about different learning styles. Each individual has a dominant learning style (‘the way I learn best’), and in each classroom there are learners of each style. When selecting activities, teachers can make sure that all different learning styles are covered.


5. Teachers pick&choose activities from a column until all learners master the concept. They can also adapt the activities and create new activities under the same concept.



At the bottom of the poster references to the 2019 curriculum for basic education in Ghana are included.



Hard copy A1 (flexy) per poster: Ghc 30.00

Two or more posters: Ghc25.00 each

User License for soft copies: Ghc20.00 for the 2 posters

Easy Purchase Plan30: Ghc18.00

Easy Purchase Plan50: Ghc17.00