Zango Na: 2 Mako Na: 1 Darasi Na 1 da Na 2

Transcription

Nigeria Reading and Access Research Activity
Primary 2 Teacher’s Guide
Jagoran Malamai - Aji 2
Nigeria Reading and Access Research Activity
Primary 2 Teacher’s Guide
This early grade reading material is made possible by the support of the American people through
the United States Agency for International Development (USAID) under the Nigeria Reading and
Access Research Activity (EdData Task Order Number 26, EHC-E-00-04-00004-00) implemented by
RTI International.
First edition, 2014
Second edition, 2015
Rights and permissions
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by/4.0/.
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adapt the work as long as you attribute or credit the original author or illustrator. In the case of
this book, please use the following attribution language: “Originally developed under the Nigeria
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International License.”
Abubuwan da Ke Ciki
Godiya...............................................................................................................................................i
Waɗanda Suka Bayar da Gudummawa..........................................................................................ii
Gabatarwa...................................................................................................................................... iii
Hanyar Koyarwar RARA..................................................................................................................iv
Abubuwa Biyar Na Koyar da Karatu da Rubutu............................................................................v
Fahimtar ƙwayoyin Sauti.......................................................................................................................................... v
Tsarin Haruffan Harshe.............................................................................................................................................. v
Iya Karatu........................................................................................................................................................................ v
Kalmomi......................................................................................................................................................................... vi
Fahimta........................................................................................................................................................................... vi
Manyan Hanyoyin Koyarwa Na Tsarin Koyar da Karatu..............................................................vi
Koyo A Tare.................................................................................................................................................................... vi
Gwajin Yau da Kullum..............................................................................................................................................vii
In Yi, Mu Yi, Ku Yi.........................................................................................................................................................vii
Amfani da Sassan Jiki...............................................................................................................................................vii
Harshen Baka: Fahimtar Ƙwayoyin Sauti da Sanin Kalmomi......................................................................vii
Fahimtar Tsarin Rubutu...........................................................................................................................................vii
Rarrafen Koyon Karatu.............................................................................................................................................vii
Gwaji............................................................................................................................................. viii
Gwajin Jagorancin Koyarwa..........................................................................................................ix
ƙa’idojin Amfani da Allo..................................................................................................................x
Dabarun Iya Rubutu.......................................................................................................................xi
Alamomi.........................................................................................................................................xii
Zango Na 1...................................................................................................................................... 1
Manufar Malamai da Ɗalibai......................................................................................................... 2
Mako Na 1 - Darasi Na 1 da Na 2................................................................................................................................ 6
Mako Na 2 - Darasi Na 3 da Na 4..............................................................................................................................12
Mako Na 5 - Darasi Na 9 da Na10.............................................................................................................................30
Mako Na 6 - Darasi Na 11 da Na 12.........................................................................................................................36
Alamomi........................................................................................................................................ 52
Abubuwan da Ke Ciki
Zango Na 2.................................................................................................................................... 53
Manufar Malamai da Ɗalibai.................................................................................................................................. 54
Mako Na 1
Mako Na 2
Mako Na 3
Mako Na 4
Mako Na 5
Mako Na 6
Mako Na 7
Mako Na 8
-
Darasi Na 1 da Na 2..............................................................................................................................56
Darasi Na 3 da Na 4..............................................................................................................................62
Darasi Na 5 da Na 6..............................................................................................................................68
Darasi Na 7 da Na 8..............................................................................................................................74
Darasi Na 9 da Na10.............................................................................................................................80
Darasi Na 11 da Na 12.........................................................................................................................86
Darasi Na 13 da Na 14.........................................................................................................................92
Darasi Na 15 da Na 16.........................................................................................................................98
Alamomi...................................................................................................................................... 104
Zango Na 3.................................................................................................................................. 105
Manufar Malamai da Ɗalibai................................................................................................................................106
Mako Na 1
Mako Na 2
Mako Na 3
Mako Na 4
Mako Na 5
Mako Na 6
Mako Na 7
Mako Na 8
Mako Na 9
-
Darasi Na 1 da Na 2........................................................................................................................... 108
Darasi Na 3 da Na 4........................................................................................................................... 114
Darasi Na 5 da Na 6........................................................................................................................... 120
Darasi Na 7 da Na 8........................................................................................................................... 126
Darasi Na 9 da Na10.......................................................................................................................... 132
Darasi Na 11 da Na 12...................................................................................................................... 138
Darasi Na 13 da Na 14...................................................................................................................... 144
Darasi Na 15 da Na 16...................................................................................................................... 150
Darasi Na 17 da Na 18...................................................................................................................... 156
Rataye.......................................................................................................................................... 170
Godiya
Aikin Binciken Karatu da Samun Gurbi (RARA) da Cibiyar Bincike ta RTI ta gudanar,
wanda Hukumar Raya Ƙasashe ta Amurka (USAID) ta ɗauki nauyi, na miƙa godiyarta ga
dukkan waɗanda suka tallafa wajen samar da Jagoran Malamai na Hausa don amfanin
malaman Hausa na aji biyu na firamare. Wannan littafin ya ƙunshi abubuwan da ke
cikin manhajar Hausa ta makarantun firamare, wadda ake amfani da ita a makarantun
Jihohin Bauchi da Sokoto, kamar yadda Hukumar Bincike da Bunƙasa Ilimi (NERDC
2012), ta samar.
Haka kuma, muna godiya ga Ma’aikata Ilimi da Hukumar Ba Da Ilimin Bai-Ɗaya (SUBEB)
na jihohin Bauchi da Sokoto, domin ba da gudummawar ma’aikata da shawarwari,
wanda ya tabbatar da aiwatar da ayyukanmu cikin sauƙi.
Daga ƙarshe, muna jinjina wa ilahirin marubuta da editoci da mazayyana hotuna da
ma’aikatan bayan fage, waɗanda suka sha famar aiki wajen samar da littafin a cikin
harshen Hausa. Godiya ta musamman zuwa ga ƙwararru, kamar Kwamitin Ba da
Shawara Kan Koyar da Karatu (RAC/RTWG) na Jihohin Bauchi da Sokoto, waɗanda suka
taimaka wajen samar da wannan Jagoran Malamai.
i
Waɗanda Suka Bayar da Gudummawa
Sunaye
Wurin Aiki
Ahmad Alh. Umar
State Universal Basic Education Board (SUBEB), Sokoto
Alison Pflepsen
RTI International
Akanbi John
Illustration Consultant
Bilyaminu Bello Inuwa
Nigeria Reading and Access Research Activity (NRARA)
ɗahiru Yalwa Mohammed
College of Education, Azare
Dubeck, Margaret
Godwin Ondoma
RTI International
Desktop Publishing Consultant
Hadiza Salihu Koko
Shehu Shagari College of Education, Sokoto
Lauwali Ibrahim
State Universal Basic Education Board (SUBEB) Sokoto; Bodinga
LGEA
Muhammadu Bello Yusuf
Phyllis Hildebrandt
Technical Advisor (Consultant)
Prof. Malami Buba
Hausa Language Consultant
R. Drake Warrick
Raphael Aiyedipe
Safiya Bala
State Universal Basic Education Board (SUBEB) Bauchi; Bauchi
LGEA
Salisu Abdullahi Tsiga
Hausa Language Consultant
Swadchet Sankey
Yahaya A. Umar
State Universal Basic Education Board (SUBEB), Bauchi
Zahra'u Abubakar Maishanu
ii
Gabatarwa
ƙwarewa a karatu da muhimmancinsa wajen ilimi yana ɗaya daga cikin batutuwan da ake
muhawara kansu wajen ingancin ilimi. Gwamnatocin Bauchi da Sokoto sun fahimci cewa iya
karatu da rubutu ga ɗalabai na iya zama ginshiƙi wajen cigaba da karatunsu. Wannan yana da
muhimmanci, ba wai wajen samun takardar shaidar kammala karatunsu ba kawai, har ma da
wajen gudanar da sauran harkokin zamantakewarsu. Sai dai, binciken da aka yi na baya-bayan
nan ya gano cewa, yara ƙanana ba sa iya karanta komai a cikin harshensu (Hausa) balle a harshen
Ingilishi. Wannan sakamako barazana ce, wadda ke nuna cewa yaran Bauchi da Sokoto ba za su
cimma burin samun ilimi na bai-ɗaya ba, sai an sami tsararriyar hanyar koyar da su karatu.
Lallai akwai buƙatar sa hannun shugabanni a haɗa kai don ba da gudummawa wajen inganta
harkokin koyarwa. Hukumar Raya Ƙasashe ta Amurka (USAID) da gwamnatocin Bauchi da
Sokoto, sun ƙulla yarjejeniya, inda suka gudanar da binciken gano iya karatun ɗalibai a matakan
farko (EGRA), a aji 2 da 3 na firamare. Wannan aikin bincike na koyar da iya karatu, wato RARA,
an yi ta ne domin gwada sahihan hanyoyin taimakawa da kuma samar da kayan aiki, domin
inganta tsarin ilimi, ta yadda zai kawo ingancin iya karatun ɗalibai cikin harshensu na Hausa. Za
a tabbatar da cimma wannan buri ta hanyar horar da malamai domin a dasa tushen amfani da:
a. b. c. d. e. Fahimtar ƙwayoyin sauti
Tsarin haruffan harshe
Iya karatu
Kalmomi
Fahimta
A ƙarshen wannan aikin bincike, muna fatan samun haɓakar iya karatun Hausa ga ɗalibanmu,
tare da bunƙasa dabarar koyar da iya karatu ga malamanmu. Haƙiƙa ya zama wajibi mu tallafa wa
aiwatar da yunƙurin RARA a makarantu, don samun cikakkiyar nasara.
Alhaji Bello Yusuf Danchadi
Kwamishinan Ilimi Na Jihar Sokoto iii
Ibrahim Mohammed Aminu
Kwamishinan Ilimi Na Jihar Bauchi
Hanyar Koyarwar RARA
Da Farko, shi wannan tsari ya samo asali ne daga binciken manazarta, kuma yana da nasaba da
wasu ingantattun tsare-tsare da kuma la’akari da darussan da aka koya wajen gudanar da ayyukan
tallafi a Najeriya.
Abu Na Biyu, shi ne, tsarin yana amfani da muhimman rassan koyar da karatu don taimaka wa
ɗalibai su iya karatu. Su waɗannan rassan guda biyar ne: fahimtar ƙwayoyin sauti da tsarin haruffan
harshe da kalmomi da iya karatu da fahimta. Dukkansu na da tasiri a wannan tsarin na koyarwa.
Abu Na Uku, shi ne, wannan tsari na koyarwa ya yi amanna da cewa maganar baka ita ce jigo
wajen koyon iya karatu da rubutu. Shi ya sa wannan shiri yake ba da ƙarfi kan harshen gida, wanda
shi ne Hausa.
Na Huɗu, tsarin da ake bi yana ƙarfafa maganar cewa, iya karatu da rubutu a wani harshe yana
taimaka wa ɗalibai su iya karatu da rubutu a wani harshen na daban. Wannan bayani ya zo daidai
da hanyar nan ta ɗora sabon aiki kan abin da aka koya a baya. Abin nufi a nan shi ne, tsarin yana
taimaka wa ɗalibai su koyi iya karatu a cikin harshen gida, wanda suka fi iya magana da shi tun
farko, kafin su koyi karatu a harshen da ba su sani ba.
Na Biyar, tsarin koyarwa na RARA, yana jaddada muhimmancin yin bayani dalla-dalla, daga tushe
zuwa rassa, na darussan da za a koyar. Abin da ake nufi da irin wannan bayani shi ne, koyarwa takan
fara daga sauƙaƙan ayyukan horarwa kafin a kai ga masu wuya. Tsarin na koyar da ɗalibai sabon aiki
a bayyane yake, ta yadda za a fara gabatar da dukkan muhimman abubuwan da ake son a koyar
tun daga farko. Shi kuma yin bayani dalla-dalla hanya ce da malamai za su shiga gaba suna aiki,
ɗalibai na biye suna kwaikwayonsu. Bayan haka, sai su ɗaliban su ci gaba da koyon aikin da kansu,
malamai suna dudduba su.
Na Shida, wannan tsari yana ba da fifiko kan amfani da littattafai iri-iri. Ɗalibai suna buƙatar samun
damar amfani da littattafan koyon karatu da suka dace da shekarunsu. Sannan kuma suna da
buƙatar jin karatu daga bakin waɗanda suka iya karatu, domin su ma su kwaikwaya.
Na Bakwai, tsarin ya fahimci muhimmancin gwajin ɗalibai, kuma ya shigar da gwaje-gwajen a
cikin ainihin darasi, domin ya faɗakar da malamai wajen koyarwa.
Na Takwas, tsarin yana sane da cewa malamai suna da buƙatar tallafi da jagora wajen koyar da
karatu. Saboda haka ne ma aka tsaro shirin da niyyar ba da horo da yin jagora da kuma ba da
damar musayar ra’ayi dangane da koyo da koyarwa.
Na Tara, wannan tsari ya yi amanna da muhimmmancin sa-idon iyaye ga karatun ɗalibai ’yan
azuzuwan farko. Ana mayar da hankali kan bai wa ɗalibai ayyukan karatu da za su gwada yi a gida.
Abu Na Goma, shi ne, a fahimci cewa tsarin koyar da karatu na RARA hanya ce ta koyar da
azuzuwan farko na firamare. Ba a tsara wannan hanya ta maye gurbin manhaja ba. Munyin
amanna, idan aka bi wannan tsari, za a ɗora ɗalibai kan tafarkin koyon da zai kai su ga nasarar zama
gwanayen karatu da rubutu.
iv
Abubuwa Biyar Na Koyar da Karatu
da Rubutu
Gabatarwa
Masana sun yi amanna a kan cewa akwai abubuwa biyar da ya kamata duk wani ingantaccen
shirin koyar da karatu ya ƙunsa. Domin taimaka wa ɗalibai zamowa gwanaye wajen karatu da
rubutu, akwai buƙatar koyar da waɗannan rassa a cikin tsari tare da fayyacewa.
Fayyacewa: Ana nufin ka yi aiki a fili don ɗalibai su koya.
Tsari: Ana nufin koyarwa ta kasance ta fara daga aiki mai sauƙi zuwa mai wuya, ba tare da
tsallake muhimman ayyuka ba.
Abubuwan biyar su ne:
a.Fahimtar ƙwayoyin sauti
b. Tsarin haruffan harshe
c. Iya karatu
d. Kalmomi
e. Fahimta
1. Fahimtar ƙwayoyin Sauti
Manufa: Fahimtar Ƙwayoyin Sauti na nufin iya gane ɗaiɗaikun sautukan da ake amfani da su
wajen gina kalmomi. Akwai buƙatar taimaka wa ɗalibai wajen fahimtar ƙwayoyin sautin da akan
gina kalma. Ɗaliban da ba su da wannan masaniya za su sha wahalar koyon karatu. Kafin ɗalibai
su san manyan rassan sautuka, kamar gaɓar kalma da kalma da jimla, ya kamata su san ɗaiɗaikun
sautukan haruffa.
Dalili: Ɗalibai na buƙatar fahimtar muhimmancin ƙwayoyin sauti domin taimaka wa karatu da
rubutunsu.
Hanyar Koyarwa: Ana iya bunƙasa fahimtar ƙwayoyin sauti ta hanyar amsa-amo da waƙoƙi, tare
da aiki da ɗaiɗaikun haruffa. Ɗaliban da ke da fahimtar ƙwayoyin sauti na iya gane kalmomin
“mace” da “mama” dukkansu suna farawa da sauti iri ɗaya /m/.
2. Tsarin Haruffan Harshe
Manufa: Iya karatu na buƙatar fahimtar tsarin haruffan harshe - wato haruffa wakilan sautuka
ne a cikin kalma. Wannan tsari na koyarwa, hanya ce ta karantar da ɗalibai yadda za su danganta
rubutacciyar kalma da sautinta.
Dalili: Koyar da ilimin sauti zai bai wa ɗalibai damar furta sauti da baƙin kalmomin da ba a koyar
ba.
Hanyar Koyarwa: Malamai su taimaka wa ɗalibansu ta hanyar koyar da su ɗaiɗaikun haruffa da
zanen haruffa, da kuma gaɓar kalma. Haka kuma, ya dace su ba su damar koyon haɗa haruffa da
rarraba su. Ɗaliban da aka koyar da su iya furta sauti na iya karantawa da kiran sunan haruffan
baƙuwar kalma kamar ‘gwamma’, ko da kuwa ba su san ma’anar kalmar ba.
3. Iya Karatu
Manufa: Iya Karatu, shi ne iya karanta rubutu dai-dai, cikin hanzari, tare da kakkarya murya.
Dalili: Yakan taimaka wa ɗalibai fahimtar ma’anar abinda ke rubuce. Haka kuma yakan taimaka
musu su zamo suna sane da tsarin jimla, wanda hakan ke taimaka wa rubutunsu da fahimtarsu.
v
Hanyar Koyarwa: Gwargwadon yin ma’amalar ɗalibai da rubutu, gwargwadon zamansu
gwanayen karatu. Gwama karatun amshi da karatu tare da karatun raɗa zai taimaka wa ɗalibai
su ƙara ƙwarewa a karatu (dubi akwatin bayani a ƙasa). Gwanaye a karatu na iya karya murya da
hanzarin karatu, yayi dai dai da kalmomi da kuma yanayin karatu..
Karatun Amshi: Ana amfanin da ita a lokacin da aka gabatar da sabon rubutu. Da farko, malamai
za su karanta, su kuma ɗalibai su amsa.
Karatun Tare: A nan kowa zai karanta rubutun a lokaci guda. Muryar malami/malama ta taimaki
ɗalibai.
Karatu A ƙungiyance : Za a ga ɗalibai suna karatun rubutu a ƙungiyance.
Karatun Raɗa: ɗalibai ba su da isasshiyar ƙwarewar iya karatu a asirce. Sai dai suna iya yi wa
rubutu ‘karatun raɗa’, wato a tsanake.
4. Kalmomi
Manufa: Kalmomi kan taimaka wa ɗalibai wajen fahimtar abin da suka saurara, ko suka
karanta. Haka kuma, kalmomi suna taimaka musu koyon karatu da iya magana da kuma rubutu.
Dalili: ɗalibai na buƙatar sanin tarin kalmomi domin fahimtar abin da suka karanta da kuma iya
bayyanar da ra’ayoyinsu.
Hanyar Koyarwa: Za a iya koyar da kalmomi kai tsaye ko kuma a fakaice. Darussan da ke gwama
koyarwa ta hanyar motsin jiki da amfani da hotuna da karatu a bayyane, suna bai wa ɗalibai
damar jin kalmomi da amfani da su. Ya kasance, ajinku cike yake da rubutu ko’ina a baje domin
amfanin ɗalibai. Ɗaliban da aka koya wa karanta kalmomi za su fi gane yawancin abin da suka
saurara, ko kuma suka iya karantawa. Haka kuma, ɗalibai na iya amfani da kalmomin a lokacin
rubutunsu.
5. Fahimta
Manufa: Fahimta ita ce iya ganowa da bayyana ma’anar labari. Fahimta iri biyu ce. Fahimtar
Zahiri ita ce wadda ke nuna iya ba da bayanin abin da ke bayyane a cikin labari (kamar launin
rigar wani cikin labari, ko kuma abin da ya faru a ciki). Fahimtar hasashe kuwa ita ke buƙatar mai
karatu ya nemo wani bayani da ba ya cikin labari (kamar yadda yake tsammanin wanin cikin
labari ke ji, ko abin da su za su yi da a ce su ne wani a cikin labarin).
Dalili: Shi ne babban dalilin yin karatu.
Hanyar Koyarwa: Ya kamata a koyar da fahimta ga ɗalibai, kome ƙuruciyarsu. Ana koyar da
fahimta kafin karatu da lokacinsa da kuma bayan kammala shi. Ɗaliban da aka koya wa iya
amfani da fahimta, zai iya hasashen makomar labari, ya kuma auna fahimtarsa game da labarin,
yayin da yake cikin karatu, tare da bayyana ra’ayinsa bayan ya kammala karatun labarin.
Manyan Hanyoyin Koyarwa A Tsarin Koyar da Karatu
Akwai hanyoyin koyarwa da dama da ake amfani da su wajen Ayyukan Binciken Karatu Na RARA.
• Koyo a tare
• Gwajin yau da kullum
• In Yi, Mu yi, Ku Yi
• Amfani da sassan jiki
• Harshen baka: Fahimtar ƙwayoyin sauti da sanin kalmomi
• Rarrafen koyon karatu
• Fahintar tsarin rubutu
Koyo A Tare
Kamar yadda sunan ya nuna, tare ake koyo da koyarwa. Koyo a tare na ba da dama ga ɗalibai su
yi aiki tare da ‘yan ajinsu kullum, ko kuma na ɗan lokaci, a ajin koyar da karatu. Yana daga cikin
vi
tsarin ‘In Yi, Mu Yi, Ku Yi, ko dai kafin a fara wani aiki, ko kuma bayan an kammala shi. Koyo a tare
yana ƙarfafa koyo, yayin da yake ƙara samar da damar koyon amfani da sababbin bayanai tare da
wasu. Yana kuma taimakawa wajen rage matsalolin da ke tattare da aji mai ɗalibai da yawa.
Gwajin Yau da Kullum
Ayyukan gwaji na yau da kullum a kan cusa su ne a cikin darussan koyarwa na kowace rana.
Darussan Jumu’a su ake keɓewa a matsayin darussan bita da na gwajin ƙwarewar ɗalibai. Mafi
yawancin ayyukan ranar Juma’a na “Ku Yi” ne, inda ake sa ran ɗalibai su yi aikin da kansu, da yake
sun share mako suna koyon irin waɗannan ayyuka. Wannan yakan ba da dama ga malamai su
kimanta da rubuta ƙwazon ɗalibai a lokacin da suke kammala ayyukan da aka ba su.
In Yi, Mu Yi, Ku Yi
Hanyar koyon karatu ta daki-daki, ita ce aka fi sani da sunan “In Yi, Mu Yi, Ku Yi”. Da farko, ɗalibai
za su ga malami/malama yana aikinsa shi kaɗai. Sannan, sai su yi aikin tare da malami/malama da
sauran ‘yan aji. Daga ƙarshe, kowane ɗalibi/ɗaliba zai gwada yin aikin shi kaɗai. Wannan hanyar ce
aka fifita a yawancin ayyukan koyo, kamar yadda aka nuna a sashen ‘Hanyar Koyarwa’ na wannan
Jagoran Malamai. Hanyar tana taimakon koyon karatu, domin tana ƙara ƙarfafa gwiwar ɗalibai
yayin da suke fama da sabon aiki.
Amfani da Sassan Jiki
Koyarwa ta hanyar amfani da sassan jiki ya ƙunshi ayyukan da ke buƙatar ɗalibai su yi amfani
da hanyoyi biyu ko fiye na ji a jiki, don fahimtar sabon bayani. Ta ƙunshi yi wa ɗalibai jagora don
amfani da ganinsu da jinsu da kuma gaɓɓan jiki. Ana amfani da waɗannan hanyoyi a duk tsawon
darasi. An jima ana amfani da hanyar koyarwar da ta haɗa ji da gani da motsi da tafi, ga waɗanda
aka haifa da ƙarancin fahimta. Yanzu an gano cewa kowane ɗalibi/ɗaliba na iya samun amfanin
koyarwa ta wannan hanya.
Harshen Baka: Fahimtar Ƙwayoyin Sauti da Sanin Kalmomi
Iya karanta kalmomi yakan zo cikin sauƙi idan an sami ingantaccen horon iya magana. Bunƙasa
fahimtar ƙwayoyin sauti da kalmomi shi ke samar da tushe ga koyon karatu. Fahimtar ƙwayoyin
sauti na nufin samun fahimtar dangantakar da ke akwai tsakanin sautukan harshe da rassa,
kamar gaɓoɓin kalma da raujin sautuka cikin kalma. Haka kuma ɗalibai na buƙatar su sami damar
koyo da amfani da kalmomi. Sanin kalmomi na taimaka wa ɗalibai lokacin da suka fara karatu.
Fahimtar Tsarin Rubutu
Ganin harshe a rubuce na taimaka wa ɗalibai wajen fahimtar yadda rubutu yake, da kuma
muhimmancinsa. Dole ne ɗalibai su sami damar amfani da littattafai da ire-iren hanyoyin rubutu,
domin su saba da amfani da bayanai ta kafofi daban-daban. Wannan hanyar koyo za ta taimaka
wa ɗalibai su gane cewa rubutu wakilin magana ne, kuma yana tattare da ma’ana.
Rarrafe Koyon Karatu
Wannan hanya kai tsaye take tallafa wa bayanin fara aiki daga sananne zuwa ga baƙon aiki. Ta
hanyar farawa da rarrafe, ɗalibai za su tinkari sabon aiki da ma’aunin fahimtar da suke da ita. A
koyarwa, maimakon jin amsar tambaya kai tsaye, ana tallafa wa ɗalibai su samo amsar da ta yi
daidai. Ya kamata a tallafa wa ɗalibai da hanyar ta rarrafe, ta hanyar yi musu gyara. Misali, ɗalibi/
ɗaliba ya yi kuskuren karanta kalmar “yaro”, ya ambaci “yawo”, sai a ce masa, “ka samo sautin farko
daidai”. Ko kuma, ɗalibi/ɗaliba da ya nuna jan biro, ya kira shi “baƙin biro”, sai a ce da shi, “haka ne,
biro ne. To sai dai baƙi ne, ba ja ba”. Hanyar Koyarwa Ta RARA, tsari ne na jaddadawa da faɗaɗa
muhimman rassan da ke dunƙule a cikin Manhajar Hausa ta Hukumar Bincike Da Bunƙasa Ilimi
(NERDC 2012). Haka kuma tsarin ya tsamo jigogin rayuwa ta yau da kullum na manhajar, da suka
haɗa da bayanin iyali da ciniki da kiwon lafiya da motsa jiki da sufuri da noma da ire-iren ayyukan
jama’a, waɗanda a kansu ne aka gina darussan da ke ciki.
vii
Gwaji
Muhimmancin gwajin bi-da-gyara - A cikin kowane aji za a sami ɗalibai da ke da buƙatu da
ƙwarewa da suka sha bamban da juna. Abu ne mai muhimmanci malamai su samar da hanyoyin
inganta koyarwarsu domin dukkan ɗaliban su kai ga samun nasara. Gwajin bi-da-gyara zai
fayyace wa malamai muhimman bayanai dangane da abin da ɗalibai suka koya, sannan hanyar
za ta iya bai wa ɗalibai shawarar gyara aikinsu nan take.
Gwajin bi-da-gyara na iya kasancewa da ɗaiɗaikun ɗalibai ko rukuninsu ko kuma da dukkan
ɗaliban aji. Ana ba da shawarar yadda gwajin zai kasance a ko’ina cikin Jagoran Malamai, domin
tallafawa wajen binciko fahimtar ɗalibai ta yau da kullum, domin bunƙasa cigabansu.
Mene ne gwajin bi-da-gyara? Gwajin bi-da-gyara hanya ce mai sauƙi da malamai kan iya
binciko fahimtar ɗalibansu. Gwajin-bi-da-gyara kan iya ɗaukar salo iri-iri, waɗanda malamai za
su iya amfani da su. A cikin wannan jagora, za a sami misalai ƙarara kan yadda za a gudanar da
gwaje-gwajen gano fahimta.
Hanyar gwajin bi-da-gyara da aka fi sani ita ce yin tambaya. Malamai na iya amfani da yin
tambayoyi domin gano bayanin fahimtar ɗalibai. Kowane darasi da ke cikin jagoran malamai
na ƙunshe da rubutattun tambayoyi da ke mai da hankali kan muhimman bayanan da labari ya
ƙunsa. Malamai na iya amfani da yin tambaya su binciko fahimtar ɗalibai. Ta hakan, gwajin zai ba
da hasken yadda za a tinkari matakin koyarwa na gaba.
Wata sananniyar hanyar gwajin bi-da-gyara na faruwa ne lokacin da ɗalibai ke karatu a bayyane:
ko a matakin harafi ko na gaɓar kalma ko na kalma ko na jimla. Malamai na iya binciko fahimtar
darasi a lokacin da ɗalibai suka mai da hankali ga yin ayyukan da aka ba su a lokuta dabandaban cikin koyar da darasi. Misali, a lokacin da aka nemi dukkan ɗalibai su maimaita karanta
wata gaɓar kalma, ko kalma, ko jimla, malami na iya tono zurfin fahimtar ɗalibi. Ta hakan, sai
malamai su iya tantance ko lokacin wucewa gaba ya yi, ko kuma sai an maimaita koyarwar.
Gwajin bi-da-gyara a matsayin tsarin koyarwa na yau da kullum - Akwai hanyoyin gwajin
bi-da-gyara da dama a cikin tsarin darasinka da ke cikin jagoran malamai. Kowane darasi an raba
shi gida biyar: fahimtar ƙwayoyin sauti da tsarin haruffan harshe da kalmomi da iya karatu da
fahimta. Sannan kuma kowane reshe daga cikin waɗannan yana da jerin ayyuka uku: ‘In Yi, Mu
Yi, Ku yi.’ Da farko malami zai yi dukkan abin da yake son a kwaikwaya. A aiki na ‘Mu Yi, ana sakin
ragamar koyarwar ne a hankali, don mai da koyo a hannun ɗalibi. A aikin ‘Ku Yi’ kuwa, ɗalibai
za su sami damar nuna ƙwarewarsu a fannin da aka koya musu. A cikin ayyuka biyu na ƙarshen
darasi ne malami ke da damar binciko fahimtar ɗalibansa.
Misali, a sashen darasin da ke koyar da Fahimtar ƙwayoyin Sauti, za a nemi ɗalibai su ‘Tafa
Kalma’. Malami zai nemi dukkan ɗalibai su furta kalma, su kuma tafa ta. Ta hakan, malami zai
sami damar duddubawa ya ga ɗaliban da ba sa aikin furuci da tafawa tare da sauran ɗalibai.
Ka ga malami na da ƙarin samun damar binciko fahimta, ta hanyar tambayar ɗalibai su nuna
ƙwarewarsu wajen tafa gaɓoɓin kalma su kaɗai.
Malamai yana ba da damar ƙara horuwa a dukkan sassan a lokacin darasi na biyu cikin
mako. Ana son malamai su karkato darasin na biyu a cikin mako zuwa samun ƙarin ƙwarewar
ɗalibai a kan sassan nan biyar da ke cikin kowane darasi: Fahimtar Ƙwayoyin Sauti, Tsarin
Haruffan Harshe, Iya Karatu, Kalmomi, da Fahimta.
Jagoran
viii
Gwajin Jagorancin Koyarwa
Gano abin
da ɗalibai
suka sani
tun farko
Gano fahimta
- wucewa zuwa
wani bayani,
ko a maimaita
koyarwa
Koyar da
bayani
Koyar da
bayani na
gaba, ko a
maimaita
koyarwa
Binciko
fahimtar
bayani
Da’irar Auna Fahimta
Da’irar tana farawa da auna abin da ɗalibai suka
sani ko suka fahimta a baya. A kowane mataki na
batun da aka koyar, ya kamata malami ya auna
fahimtar ɗalibai, don gano ko sun fahimci abin
da aka koya musu. Idan ba su fahimta ba, sai a
sake bitar batun sannan a sake auna fahimtarsu.
ix
Ƙa’idojin Amfani da Allo
1. Da zarar malamai sun shiga aji, su tabbatar an kawar da duk wani abu da ba
shi da alaƙa da darasin da za su gabatar.
2. A raba allon gida biyu don jin daɗin rubuta bayanai ko kayan aiki.
3. Malamai za su fara rubutu a allo daga hagu zuwa dama
4. Malami/ma ya/ta tsaya gefe idan yana rubutu a allo. Kada malami/ma ya/ta
riƙa magana da allo, ya/ta juya wa aji baya.
5. Malami/ma zai/za ta yi wa aji bayani yana kallon ɗalibai, sannan ya koma
gefe ya yi rubutu a allo.
6. Rubutu a allo ya kasance mai kyau kuma mai karantuwa.
7. Kada bayanai ko kayan aiki su yi yawa a allo
8. A riƙa goge allo da dasta, kodayaushe.
9. Malamai su riƙa duba bayanan da suka rubuta ko kayan aiki, idan sun ga
wani kuskure su gyara
10. Malamai na iya sa ɗalibai yin wani aiki a kan allo
x
Dabarun Iya Rubutu
Kula da sigar harafi: Yana da muhimmanci ɗalibai su naƙalci yanayin kowane harafi. Da zarar
ɗalibai sun naƙalci yanayin harafi, to sai a jawo hankalinsu wajen yadda ake ƙawata su da rubuta
su dalla-dalla, musamman dangantakar harafi da layukan da ke kan takarda.
Lura da yadda ake rubuta harafi: A yayin kowane rubutu, haruffa na kasancewa ne a ƙasan
layi a tsakanin layuka biyu. Manya haruffa ana rubuta su ta hanyar cika tsakanin layukan da
su. Su kuwa ƙananan haruffa wasu kan sami layin da zai cika daga sama (b, d, h i), wasu kuma
wutsiyarsu daga ƙasa kan ƙetara har layin da ke ƙasa (g, j, y), amma mafi yawansu na tsayawa
a tsaka-tsakin layukan nan biyu. Da zarar ka gabatar da sabon harafi, to sai ka danganta shi da
bayanan da muka yi a baya dangane da layukan nan biyu, kodayake ba dole ba ne ɗalibai su
kiyaye da wannan ƙai’dar, har sai sun gama naƙaltar yanayinsu. A wannan lokacin sai ka jawo
hankalinsu a kan wannan ƙai’dar.
Yanayin zama da aje takarda da riƙon fensiri
Za a fara da nuna wa ɗalibai yadda za su riƙe fensiri daidai. Ana son su sanya fensirin tsakanin
yatsu uku (babban yatsa da manuniya da kuma na tsakiya). Babban yatsa shi ne gefe, manuniya
na sama, shi kuma na tsakiya yana daga ƙasa ya tare fensir. A ɗan karkata fensirin kaɗan. A duk
lokacin koyon rubutu, musamman a darussan farko-farko, ana iya koya wa ɗalibai waƙa kamar
haka:
Babban ɗan yatsa gefe,
Manuniya ko na sama,
Ɗan tsakiya kuma na ta ƙasa.
Bayan an gama rera waƙar sai a sanyasu su riƙe tare da ɗaga fensirinsu sama kana/kina kewayawa
don ganin yadda suka riƙe shi. A tabbatar ɗalibai sun ba da ‘yar tazara tsakanin yadda suke zaune
da tebirinsu, yadda za su iya aza hannunsu a kan tebiri cikin jin daɗi da natsuwa. Badaman ɗalibai
su aje takardarsu a kusurwa daga dama. Bahagun ɗalibai kuma su aje takardunsu a kusurwa
daga hagu.
xi
Alamomi
Aikin Malami/Malama:
A nan malami/malama zai/za ta yi aiki shi/ita kaɗai yayin da ɗalibai ke koyon
aikin ta hanyar kallo da sauraron aikin da malami/malama yake/take yi.
Aikin Malami/Malama da Ɗalibai:
A nan malami/malama zai/za ta yi aiki sa’annan ɗalibai su gwada yin aikin da
malamin/malamar ya/ta gama aikatawa.
Aikin Ɗalibai:
A nan ɗalibai kaɗai za su gwada yin aiki, yayin da malami/malama ke
jagorantarsu.
Alamar Akwati:
An danganta sashen ‘Sunayen Haruffa da Sautukansu’ da wannan alamar
ta akwati. A nan malami/malama zai/za ta jagoranci ɗalibai zuwa ga sashen
ta hanyar jan hankalinsu zuwa ga alamar akwati da ke cikin Littafin Karatun
Ɗalibai.
Alamar Da’ira:
An danganta sashen ‘Gano Gaɓar Kalma’ da wannan alamar ta da’ira. A nan
malami/malama zai/za ta jagoranci ɗalibai zuwa ga sashen ta hanyar jan
hankalinsu zuwa ga alamar da’ira da ke cikin Littafin Karatun Ɗalibai.
Alamar Dala:
An danganta sashen ‘Kalmomin da za a karanta’ da wannan alamar ta dala.
A nan malami/malama zai/za ta jagoranci ɗalibai zuwa ga sashen ta hanyar
jan hankalinsu zuwa ga alamar dala da ke cikin Littafin Karatun Ɗalibai.
Alamar Tauraro:
An danganta sashen ‘Karatun Jimla’ da wannan alamar ta tauraro. A nan
hankalinsu zuwa ga alamar tauraro da ke cikin Littafin Karatun Ɗalibai.
Alamar Agogo: Wannan alamar na nuna wa malami/malama lokacin da zai/
za ta ɗauka domin karantar da sashe.
xii
ZANGO NA 1
Mako 1 - 8
Darasi 1 - 16
1
Manufar Malamai da Ɗalibai
Zango na 1
Manufar Malamai
Manufar Ɗalibai
Jigo na 1
Iyali
A ƙarshen wannan sashe, malamai za
su san ginshiƙan abubuwa na koyar
da karatu ga ‘yan azuzuwan farko da
muhimmancinsu:
A wannan sashe za a gabatar da iyalan gidan su
Nana ga ɗalibai.
•
•
•
•
Mako na 1-4
Fahimtar Ƙwayoyin sauti:
Sauraran sautuka a cikin harshe.
Tsarin Haruffan Harshe: Fahimtar
dangantakar da ke tsakanin harafi
da sauti.
Iya Karatu: Iya karanta jimla da
labari.
Sabbobin Kalmomi da Fahimta:
Karatu tare da fahimtar abin da
aka karanta tare da bayar da
amsar tambayoyi.
A ƙarshen mako na 1-4 , ana son malamai
su san:
Ƙwazon da ɗalibai suke da shi wajen iya
gane haruffan da aka koyar da su tare
da iya karanta su da kuma ƙwazonsu
wajen karanta gaɓoɓin kalma da karanta
kalmomin da ke ɗauke da waɗannan
haruffan:
• Mako na 1: ‘N’ ‘n’ ‘A’ ‘a’ ‘
• Mako na 2: K’ ‘k’ ‘A’ ‘a’
• Mako na 3: ‘M’ ‘m’ ‘A’ ‘a’
• Mako na 4: ‘S’ ‘s’ ‘A’ ‘a’
Ƙwazon ɗalibai a wajen iya:
• karanta labari da kuma
fahimtarsa ta hanyar
sauraren karatun ɗalibai.
• Yi wa ɗalibai tambayoyi uku
waɗanda suka ƙunshi da
tambaya wadda amsar ta
ke cikin labarin da tambaya
mai harshen damo da kuma
tambayar jin ra’ayi
Shawara a kan
Gwaji
A ƙarshen wannan sashe, malamai su
maimaita baƙaƙen ‘N’ ‘K’ ‘M’ ‘S’ da wasalin
‘A’, sannan su binciki fahimtar ɗalibai ta
hanyar rubuta ƙwazon karatunsu a:
• Gaɓoɓi da kalmomi ƙunshe da
haruffan da aka koyar.
• Jimlolin da ke cikin labari da amsa
tambayoyi daidai.
Malamai su sake karantarwa a inda ya
dace
2
Malamai za su taimaka wa ɗalibai don su iya
danganta abubuwan da suka sani a gidajensu ta
hanyar karanta labarai a kan gidan su Nana
A ƙarshen mako na 1-4, ana son ɗalibai su iya:
Gane haruffan da aka koyar da su tare da karanta
su. Ana kuma son ɗaliban su iya karanta gaɓoɓin
kalma da kalmonin da ke ɗauke da waɗannan
haruffan:
•
•
•
•
Mako na 1: ‘N’ ‘n’ ‘A’ ‘a’ ‘
Mako na 2: K’ ‘k’ ‘A’ ‘a’
Mako na 3: ‘M’ ‘m’ ‘A’ ‘a’
Mako na 4: ‘S’ ‘s’ ‘A’ ‘a’
Karanta labari wanda ke ɗauke da kalmomin da aka
karanta da kuma baƙin kalmomi.
Hasashen abin da suke tsammani zai faru a cikin
labarin da za a karanta musu.
Bayar da amsar tambayoyi uku waɗanda suka
ƙunshi tambaya wadda amsar take cikin labarin da
tambaya mai harshen damo da kuma tambayar jin
ra’ayi
A ƙarshen wannan sashe, ana son ɗalibai su san
nasarar da suka samu wajen ƙwarewa ga iya
karanta haruffa da kalmomi da jimloli da kuma gane
inda suke da rauni daga malami/malama.
A ba ɗalibai aikin gida ko ayyuka don ƙarin
ƙwarewa.
Zango na 1
Manufar Malamai
Manufar Ɗalibai
Jigo na 2
Muhalli
A ƙarshen wannan sashe, malamai za
su san ginshiƙan abubuwa na koyar
da karatu ga ‘yan azuzuwan farko da
muhimmancinsu:
A wannan sashe za a gabatar da iyalan gidan su
Nana ga ɗalibai.
•
•
•
•
Mako na 5-8
Fahimtar Ƙwayoyin sauti:
Sauraran sautuka a cikin harshe.
Tsarin Haruffan Harshe: Fahimtar
dangantakar da ke tsakanin harafi
da sauti.
Iya Karatu: Iya karanta jimla da
labari.
Sabobbin Kalmomi da Fahimta:
Karatu tare da fahimtar abin da
aka karanta tare da bayar da
amsar tambayoyi.
A ƙarshen mako na 5-8, ana son malamai
su:
San kwazon da ɗalibai suke da shi wajen
iya gane haruffan da aka koyar da su tare
da iya karantasu da kuma ƙwazonsu su a
haruffan:
•
•
•
•
Mako na 5:‘R’ ‘r’ ‘I’ ‘i’
Mako na 6: ‘D’ ‘d’ ‘I’ ‘i’
Mako na 7: ‘T’ ‘t’ ‘I’ ‘i’
Mako na 8: ‘Ts’ ‘ts’ ‘I’ ‘i’
San ƙwazon ɗalibai a wajen iya karanta
labari da kuma fahimtarsa ta hanyar
Shawara a kan
Gwaji
Malamai za su taimaka wa ɗalibai don su iya
danganta abubuwan da suka sani a gidajensu ta
hanyar karanta labarai a kan gidan su Nana
Gane haruffan da aka koyar da su tare da karanta
su. Ana kuma son ɗaliban su iya karanta gaɓoɓin
kalma da kalmonin da ke ɗauke da waɗannan
haruffan:
•
•
•
•
Mako na 5: ‘R’ ‘r’ ‘I’ ‘i’
Mako na 6: ‘D’ ‘d’ ‘I’ ‘i’
Mako na 7: ‘T’ ‘t’ ‘I’ ‘i’
Mako na 8: ‘Ts’ ‘ts’ ‘I’ ‘i’
Yi wa ɗalibai tambayo uku waɗanda suka
ƙunshi tambaya wadda amsar ta ke cikin
labarin da tambaya mai harshen damo da
kuma tambayar jin ra’ayi
Bayar da amsar tambayoyi uku waɗanda suka
ƙunshi tambaya wadda amsar take cikin labarin da
tambaya mai harshen damo da kuma tambayar jin
ra’ayi
maimaita baƙaƙe ‘R’ ‘D’ ‘T’ ‘Ts’ da wasalin
‘I’, sannan su binciki fahimtar ɗalibai ta
hanyar rubuta ƙwazon karatunsu a:
• Jimlolin da ke cikin labari da amsa
tambayoyi daidai.
nasarar da suka samu wajen ƙwarewa ga iya
karanta haruffa da kalmomi da jimloli da kuma
gane inda suke da rauni daga malami/malama.
dace
3
ƙwarewa.
Kafin Darasi
Waƙa 1. Rubuta wannan waƙa a kan allo.
Minti-3
1. Rera waƙar don ɗalibai su ji,
tare da kwaikwayon abin da
waƙar ke faɗa, don taimaka
wa ɗalibai sanin ma’anar
kalmomin da ke cikin waƙar.
Waƙar Gaisuwa
Idan muka tashi da safe
Sai mu gai da iyayenmu x 2
Mamata ina kwana
Gaisuwa ce da safe
Ina wuni Babana
Gaisuwa ce da rana
Mamata sai da safe
Gaisuwa ce da dare.
2. Sake rera waƙar tare da nuna
kalmomin a kan allo.
3. Sake rera waƙar tare da
ɗalibai.
4. Ka/ki ce wa ɗalibai su rera
waƙar suna kwaikwayon abin
da waƙar ke faɗa.
5.Nemi ɗalibi/ɗaliba ɗaya ko
fiye don rera waƙar tare da
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [Nana]. Idan akwai
hoton kalmar, sai a taimaki ɗalibai su
gano ta cikin hoton da ke littafinsu.
2. Maimaita furta kalmar tare da tafa
kowace gaɓa.
3. Nuna yawan gaɓoɓin da ke cikin
kalmar da yatsun hannu.
4. Ka/ki ce wa ɗalibai su furta kalmar tare
da tafa kowace gaɓar kalma tare da kai/
ke.
5. Maimaita mataki na ɗaya zuwa na huɗu
(1-4) da sauran kalmomin [Nafisa,
nama, noma].
Aikin Malami:
4
1Q $D
QD DQQDQ
1DQDQDDQD
1DQDQDJLGD
1Q1Q1Q
$D$D$D
1D$QQDQ
.DUDWXQODEDUL
1DQDQDQDQ
1DQDQDJLGD
1DQDQDZDVDQJDODJDOD
Sunayen Haruffa da Sautukansu 1. Rubuta babba da ƙaramin baƙi na
sabon harafi [N n].
Minti-6
6.Dukkan ɗalibai su shiga cikin aikin
motsin jikin furta sautin tare da
Malami/Malama.
2. Nuna harafin ka/ki faɗi sunansa
da kuma sautinsa. “Wannan shi ne
harafin [N], sautinsa /n/.”
7. Maimaita mataki na shida (6) tare da
wasu ɗalibai daban-daban.
8. Maimaita mataki na farko zuwa na
huɗu(1-4) da ɗaya harafin [A a].
3.Jagoranci ɗalibai zuwa ga sashe
mai alamar akwati. Maimaita
mataki na biyu (2) ta hanyar
amfani da Littafin Karatun Ɗalibai.
9. Koya wa ɗalibai furta sautin [A] ta
hanyar motsin jikin da aka danganta
da furta sautin harafin. “ [A] na da
sautin /a/ kamar a cikin mamaki.”
Ka/ki ɗaga hannuwanka/ki sama
cikin mamaki kana/kina furta sautin
‘ah!’ ‘ah!’
4. Maimaita mataki na uku (3) tare
da wasu rukunan ɗalibai dabandaban.
5. Koya wa ɗalibai furta sautin [N]
ta hanyar motsin jikin da aka
danganta da furta sautin harafin.
“[N] na da sautin /n/ kamar a cikin
kalmar noma.” Ka/ki kwatanta
yadda ake noma kana/kina furta
sautin ‘n’ ‘n’ ‘noma.
10. Maimaita mataki na shida da na
bakwai (6-7).
11. Yi ta aikin bambanta sunayen
haruffan [N, A], da sautukansu, ko
kuma motsin jikin da aka danganta
da haruffan.
5
Zango Na: 1
Mako Na: 1
Gano Gaɓar Kalma
1. Rubuta gaɓar kalma a kan allo
[na].
Minti-6
mai alamar da’ira. Maimaita mataki
na biyu zuwa na uku (2-3) ta
hanyar amfani da Littafin Karatun
Ɗalibai.
2. Nuna kowane harafi da ke cikin
gaɓar, kana/kina furta sautinsa a
hankali.
5. Maimaita mataki na huɗu (4) tare
da rukunin ɗalibai daban-daban.
3. Aza yatsa a ƙasan gaɓar ka/ki bi
ta daga hagu zuwa dama kana/
kina furta sautinta da sauri.
6. Maimaita mataki na farko zuwa
na biyar (1-5) da sauran gaɓoɓin
kalma [an, nan].
Kalmomin da Za A Karanta
1. Rubuta wannan kalma [Nana] a kan allo.
Minti-5
mai alamar dala. Maimaita aikin
ta hanyar amfani da Littafin
Karatun Ɗalibai.
2. Nuna kowace gaɓa da ke cikin
kalmar kana/kina karantawa a
hankali.
5. Maimaita aikin tare da rukunin
ɗalibai daban-daban.
3. Aza yatsa a ƙasan kalma ka/
ki karanta ta daga hagu zuwa
dama, cikin sauri.
Darasi Na 1 da Na 2
6. Maimaita mataki na farko
zuwa na biyar (1-5) da sauran
kalmomin [na, ana].
6
Zango Na: 1
Karatun Jimla
Mako Na: 1
Darasi Na 1 da Na 2
Karatun Labari Minti-3
Minti-5
1.Faɗa wa ɗalibai cewa za ka/
ki karanta musu labari, ka/ki ja
hankalinsu zuwa ga hoton da ke
cikin littafinsu.
1. Rubuta jimlar a kan allo [Nana
na gida].
2. Nuna, kuma ka/ki karanta
baƙuwar kalmar da aka ja wa layi
a cikin jimlar [gida].
2.Jagoranci ɗalibai su iya banbanta
zanen hotuna, da kuma aikin da
hotunan ke nunawa.
baƙuwar kalmar tare da ɗalibai.
3. Kira wasu ɗaliban don su yi
bayanin tasu fahimta.
4.Umarci ɗalibai daban-daban su
karanta baƙuwar kalmar.
4. Rubuta labarin a kan allo.
5. Karanta jimlar kana/kina aza
yatsa a ƙasan kowace kalma,
yayin karantawa.
Nana na nan.
Nana na gida.
Nana na wasan gala-gala.
5. Karanta labarin, kana/kina bi da
yatsa a ƙasan kowace kalma.
mai alamar tauraro a Littafin
Karatun Ɗalibai.
6. Maimaita karanta labarin ta
hanyar amfani da littafin Karatun
ɗalibai.
7. Karanta jimlar tare da ɗalibai.
8. Maimaita karanta jimlar ta
Ɗalibai.
7. Sake maimaita karatun tare da
rukunin ɗalibai daban-daban.
Karatun Labari A
Bayyane 9. Maimaita mataki na takwas (8)
tare da rukunin ɗalibai dabandaban.
7
Zango Na: 1
Mako Na: 1
Darasi Na 1 da Na 2
Minti-5
4.Nemi ɗalibai su gano kalmomin
nan a lokacin da kake/kike
karanta labarin. Sai ka/ki ce
musu su ɗaga babban yatsa a
duk lokacin da suka ji an faɗi
kalmomin.
1.Buɗa shafi na 2 a cikin Littafin
Karatu A Bayanne.
2. Karanta taken labari. Nuna hoto
idan akwai shi. Tambayi ɗalibai
su yi hasashen abin da zai iya
faruwa a cikin labarin da za a
karanta a yau.
5. Karanta labari ta yadda zai burge
ɗalibai.
3. Koyar da ma’anar sabbin
kalmomi ta hanyar da ɗalibai za
su fahimta [ƙabila, rana]. Faɗi
kalmomin, kuma ka koyar da su
ta hanyar amfani da sassan jiki,
ko kuma hotuna.
6.Tambayi ɗalibai su koma kan
hasashensu.
7. Yi wa ɗalibai tambayoyin da
ke ƙarshen labarin da ka/kika
karanta musu daga cikin Littafin
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
1.Faɗa wa ɗalibai su lura da yadda kake/kike
rubuta haruffa manya da ƙanana a kan allo
[Nn, Aa].
2.Nemi ɗalibai su yi amfani da yatsunsu su tisa
haruffan da ke cikin littafinsu, yayin da kake/
kike tisawa a kan allo.
3. Ka/ki sa ɗalibai su rubuta haruffan a iska da
yatsa, ko a bayan wani ɗalibi/ɗaliba da suke
tare.
4. Ka/ki sa ɗalibai su rubuta haruffan a cikin
littattafansu.
5. Zagaya cikin aji domin duba duƙufarsu, da
riƙon fensiri da inda suka fara rubutun, da
kuma yadda suke rubutuwa.
8
Zango Na: 1
Mako Na: 1
Darasi Na 1 da Na 2
Aikin Gida
1. Ka/ki tuna wa ɗalibai su tafi
da littafin karatunsu gida,
don su karanta darasin yau
tare da iyayensu ko ‘yan’uwa
ko abokai.
2. Ka/ki tabbatar da ɗalibai sun gwada
rubuta haruffa da kalmomin da aka
koya a cikin darasin na yau a cikin
littafinsu.
Ayyukan ƙara ƙwarewa
Ana son Malamai su ƙara ba da damar ƙarin goguwa ga ɗalibai ta hanyar ganin yiwuwar shigo
da ‘Ayyukan Ƙara Ƙwarewa’. Ayyukan Ƙara Ƙwarewa suna jaddada manyan rassan koyo da ake
cin karo da su a tsarin darussan yau da kullum. Ana son malamai su yi amfani da waɗannan
ayyukan lokacin da suka fahimci ɗalibai na buƙatar ƙarin ayyuka, ko kuma a faɗaɗa fahimtar
ɗaliban.
Reshen Darasi: Fahimtar Ƙwayoyin Sauti.
Aiki: Bambanta Sautuka.
Manufa: Yi gwajin gano ko ɗalibai na iya bambantawa tsakanin sautin farko da na
ƙarshe.
Tsari:Faɗi kalmomi biyu. Nemi ɗalibai su faɗa maka/maki sautukan farko da na
ƙarshe na kalmomin ɗaya ne.
Shawara
Matashiya A Kan Darasi Na 2
Rubuta waƙar kan babbar
takarda na taimaka wa
ɗalibai wajen rera waƙar.
Ana iya amfani da bayan
kalandu, da manyan
kwalaye wajen rubuta
waƙar.
Waiwaye



1. Ka/ki tuna wa ɗalibai cewa za a
maimaita darasin da ya gabata.
2. A darasi na biyu, ka/ki maimaita
dukkan darasin amma ka/ki yi amfani
da labarin da ke shafi na 3 a Littafin
Karatu A Bayyane. Kalmomin da za a
koyar su ne [zaune, tebur].
3. Ka/ki tunatar da ɗalibai inda aka
kwana cikin labarin da ke shafi na [2]
a cikin Littafin Karatu A Bayyane.
Wane bangare na darasi ɗalibai suka fi fahimta?
Me ya sa ka/ki ke ganin ka/kin shirya wa wannan darasi?
Bayan waiwaye me ka/ki ke ganin ya kamata a canza
cikin waɗannan abubuwa?
9
Zango Na: 1
Mako Na: 2
Darasi Na 3 da Na 4
Waƙa Kafin Darasi
1. Rubuta wannan waƙa a kan allo.
Minti-3
Waƙar Haruffa
a, b, c, d, e, f, g, h!
i, j, k, l, m, n, o, r!
s, t, u, w, y, z!
An taso daga makaranta
‘Ya’yan kaji na wasa
Tare da ‘ya’yan Hausawa
Komai girman ɗan boko
Bai wuce abachada ba!
ɗalibai.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [kaka]. Idan akwai
kowace gaɓa.
3. Nuna yawan gaɓoɓin da ke cikin kalmar
da yatsun hannu.
ke.
5. Maimaita mataki na ɗaya zuwa na
huɗu (1-4) da sauran kalmomin [kaza,
kakaki, kare].
in Malami:
10
Zango Na: 1
Mako Na: 2
Darasi Na 3 da Na 4
.N $D
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1DQDQDNDOOR
Sunayen Haruffa da Sautukansu 1. A tuna wa ɗalibai haruffan da suka
gabata [N, A]. Yi ta aikin bambanta
sunayen haruffan da sautukansu,
ko kuma motsin jikin da aka
danganta da haruffan.
Minti-6
hannunka/ki na dama kana/kina
kama na hagu kana/kina furta
sautin ‘k’ ‘k’ ‘kama’.
furta sautin tare da Malami/Malama.
2. Rubuta babba da ƙaramin baƙi na
sabon harafi [K k].
8. Maimaita mataki na bakwai (7) tare
da wasu ɗalibai daban-daban.
harafin [K], sautinsa /k/.”
9. Maimaita mataki na biyu zuwa na
biyar (2-5) da ɗaya harafin [A a].
da furta sautin harafin. “[A] na da
‘ah!’ ‘ah!’
mataki na uku (3) ta hanyar amfani
da Littafin Karatun Ɗalibai.
5. Maimaita mataki na hudu (4) tare
11. Maimaita mataki na bakwai da na
takwas (7-8).
6. Koya wa ɗalibai furta sautin [K]
“[K] na da sautin /k/ kamar a cikin
kalmar kama.” Ka/ki yi amfani da
12. Yi ta aikin bambanta sunayen haruffan [K, A], da sautukansu, ko kuma
motsin jikin da aka danganta da
haruffan.
11
Zango Na: 1
Mako Na: 2
Gano Gaɓar Kalma
Darasi Na 3 da Na 4
mai alamar da’ira. Maimaita
mataki na biyu zuwa na uku (23) ta hanyar amfani da Littafin
Karatun Ɗalibai.
[ka].
hankali.
na biyar (1-5) da sauran gaɓobin
kalma [na].
1. Rubuta wannan kalmar [kaka] a
kan allo.
Minti-5
mai alamar dala. Maimaita mataki
Ɗalibai.
hankali.
dama, cikin sauri.
Minti-6
na biyar (1-5) da sauran kalmomin
[kana, naka].
12
Zango Na: 1
Mako Na: 2
Karatun Jimla
Darasi Na 3 da Na 4
Minti-5
cikin littafinsu.
1. Rubuta jimlar a kan allo [Kaka
na masa].
a cikin jimlar [masa].
2.Jagoranci ɗalibai su iya bambanta
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Kaka na gida.
Kaka na masa.
Nana na kallo.
Ɗalibai.
hanyar amfani da Littafin
Karatun Ɗalibai.
9. Maimaita mataki na takwas (8)
13
Zango Na: 1
Mako Na: 2
Karatun Labari A Bayyane Darasi Na 3 da Na 4
kalmomin.
Karatu A Bayanne.
karanta a yau.
ɗalibai.
su fahimta [Ƙofa, bishiya]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu A Bayanne.
Rubuta Haruffa
Minti-5
[Kk, Aa].
yatsa.
littattafansu.
Minti-5
14
Zango Na: 1
Mako Na: 2
Darasi Na 3 da Na 4
Aikin Gida
ko abokai.
littafinsu.
cin karo da su a tsarin darusan yau da kullum. Ana son malamai su yi amfani da waɗannan
ayyukan, lokacin da suka fahimci ɗalibai na buƙatar ƙarin ayyuka, ko kuma a faɗaɗa fahimtar
ɗaliban.
Reshen Darasi: Fahimtar Ƙwayoyin Sauti.
Aiki: Ɗaga Hannu Taɓo Tauraro.
Manufa: Yi gwajin fahimtar ɗalibai wajen sauraron sautukan kalamomi.
Tsari:Nemi ɗalibai su tashi tsaye. Malami/Malama zai/za ta faɗi kalma. Su kuma
ɗalibai za su yi kamar suna kan cafko tauraro daga sama, a kowane sauti ko
gaɓa a sheɗara ko jimla.
Shawara
Lura da fahimtar ɗalibai:
Zaɓi yara biyar da za ka
lura da aikinsu tun da farko.
Idan 4 ko 5 na iya tafa
kalmomi daidai, to ka ci
gaba. Idan 3 ko 4 ne kawai
ke iyawa, to a maimaita
aikin.

Waiwaye


koyar su ne [marainiya, ladabi].
kwana cikin labarin da ke shafi na [4] a
cikin Littafin Karatu A Bayyane.
Ko ɗalibai sun ji daɗin waƙar da kuma motsa jikin da ake
yi a cikinta? Saboda me?
Ko ka/kin shirya wa aiwatar da waƙa kafin shiga aji? I ko
a’a me ya sa?
Bayan waiwaye me ka/ki ke tunanin za ka/ki canza don
koyar da waƙa sosai.
15
Zango Na: 1
Mako Na: 3
Darasi Na 5 da Na 6
Waƙa Kafin Darasi
Minti-3
Waƙar Gaisuwa
Mamata ina kwana
Gaisuwa ce da safe
Ina wuni Babana
Gaisuwa ce da rana
Mamata sai da safe
Gaisuwa ce da dare.
ɗalibai.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [masa]. Idan akwai
kowace gaɓa.
da yatsun hannu.
ke.
(1-4) da sauran kalmomin [mama,
masara, makaranta].
16
Zango Na: 1
Mako Na: 3
Darasi Na 5 da Na 6
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Sunayen Haruffa da Sautukansu Minti-6
da miƙa wuyanka/ki gaba kana/kina
furta sautin ‘m’ ‘m’ ‘mmoow’.
1. A tuna wa ɗalibai haruffan da suka
gabata [K, A]. Yi ta aikin bambanta
ko kuma motsin jikin da aka danganta da haruffan.
Malami/Malama.
sabon harafi [M, m].
harafin [M], sautinsa /m/.”
biyar (2-5) da ɗaya harafin [A, a].
10.Koyawa ɗalibai furta sautin [A] ta
‘ah!’ ‘ah!’
takwas (7-8).
6. Koya wa ɗalibai furta sautin [M] ta
hanyar motsin jikin da aka danganta da furta sautin harafin. “[M]
na da sautin /m/ kamar a cikin
kukan Saniya.” Ka/ki rinƙa ɗagawa
12. Yi ta aikin bambanta sunayen haruffan [M, A], da sautukansu, ko kuma
motsin jikin da aka danganta da
haruffan.
17
Zango Na: 1
Mako Na: 3
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ma].
hankali.
kalma [am, na].
1. Rubuta wannan kalmar [mama]
a kan allo.
Minti-5
Ɗalibai.
hankali.
3. Aza yatsa a ƙasan kalma ka
karanta ta daga hagu zuwa
dama, cikin sauri.
Darasi Na 5 da Na 6
kalmomin [amma, nama].
18
Zango Na: 1
Mako Na: 3
Karatun Jimla
Darasi Na 5 da Na 6
Karatun Labari
Minti-3
Minti-5
cikin littafinsu.
1. Rubuta jimlar a kan allo [Mama
na cin nama].
baƙuwar kalmar da aka ja wa
layi a cikin jimlar [cin].
hotunan ke nunawa.
yayin karantawa.
Mama na gida.
Mama na cin nama.
Nana na masa.
Karatun Ɗalibai.
Ɗalibai.
Karatun Ɗalibai.
19
Zango Na: 1
Mako Na: 3
Karatun Labari A Bayyane 1.Buɗa shafi na 6 a cikin littafin
karatu a bayyane.
Darasi Na 5 da Na 6
kalmomin.
karanta a yau.
ɗalibai.
su fahimta [kogi, tsoro]. Faɗi
ko kuma hotuna.
hasashensu.
ke ƙarshen labarin da ka/ki ka
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
[Mm, Aa].
2.Nemi ɗalibai su yi amfani da yatsarsu su tisa
yatsa.
littattafansu.
Minti-5
20
Zango Na: 1
Mako Na: 3
Darasi Na 5 da Na 6
Aikin Gida
ko abokai.
littafinsu.
Ana son Malamai su ƙara ba da damar ƙarin goguwa ga ɗalibai ta hanyar ganin yiwuwar
shigo da ‘Ayyukan Ƙara Ƙwarewa’. Ayyukan Ƙara Ƙwarewa suna jaddada manyan rassan
koyo da ake cin karo da su a tsarin darusan yau da kullum. Ana son malamai su yi amfani
da waɗannan ayyukan, lokacin da suka fahimci ɗalibai na bukatar ƙarin ayyuka, ko kuma
a faɗaɗa fahimtar ɗaliban.
1.
Ka/ki tuna wa ɗalibai cewa za a maimaita darasin da ya gabata.
2.
A darasi na biyu, ka/ki maimaita dukkan darasin amma ka/ki yi amfani da
labarin da ke shafi na 6 a Littafin Karatu A Bayyane.
Shawara
A kwaɗaita wa ɗalibai son
gano keɓaɓɓun kalmomin
darasin ‘Tafa Kalma’ da ke
haɗe da hoto a cikin littafin.
Waiwaye
1.
Ka/ki tuna wa ɗalibai cewa za a
2.
A darasi na biyu, ka/ki maimaita
dukkan darasin amma ka/ki yi
amfani da labarin da ke shafi na 7 a
Littafin Karatu a Bayyane. Kalmomin
da za a koyar su ne [gwala-gwalai,
mamaki].
3.
Ka/ki tunatar da ɗalibai inda aka
a cikin Littafin Karatu a Bayyane.
Me yasa ka/ki ke ganin yawancin ɗalibai sun tafa kalmomin
daidai?
 Me ka/ki ke ganin ya sa ka/kin ci nasarar koyar da wannan
sashe na darasin?
 Bayan waiwaye me ka/ki ke tunanin za ka/ki canza don
koyar da tafa gaɓar kalma.
21
Zango Na: 1
Mako Na: 4
Darasi Na 7 da Na 8
Waƙa Kafin Darasi
Minti-3
Waƙar Haruffa
a, b, c, d, e, f, g, h!
i, j, k, l, m, n, o, r!
s, t, u, w, y, z!
3. Sake rera waƙar tare da ɗalibai.
da waƙar ke faɗa.
5.Nemi ɗalibi/ɗalibai ɗaya ko
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [saƙa]. Idan akwai
kowace gaɓa.
da yatsun hannu.
ke.
(1-4) da sauran kalmomin [sanda,
saniya, sarauniya].
22
Zango Na: 1
Mako Na: 4
6V
Darasi Na 7 da Na 8
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gabata [M, A]. Yi ta aikin bambanta
sabon harafi [S s].
Minti-6
hannuwa kamar kana/kina saƙa
kana/kina furta sautin ‘s’ ‘s’ ‘saƙa’.
Malami/Malama.
harafin [S], sautinsa /s/.”
da furta sautin harafin. “[A] na da
‘ah!’ ‘ah!’
takwas (7-8).
6. Koya wa ɗalibai furta sautin [S]
“[S] na da sautin /s/ kamar a cikin
kalmar saƙa.” Ka/ki riƙa lanƙwasa
haruffan [S, A], da sautukansu, ko
da haruffan.
23
Zango Na: 1
Mako Na: 4
Gano Gaɓar Kalma
Darasi Na 7 da Na 8
[sa].
Karatun Ɗalibai.
hankali.
kalma [ma, na].
1. Rubuta wannan kalmar [kasa] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[sama, nasa].
Karatun Jumla
Minti-6
24
Zango Na: 1
Karatun Jimla
Mako Na: 4
Darasi Na 7 da Na 8
Karatun Labari
Minti-3
Minti-5
cikin littafinsu.
na saƙa].
a cikin jimlar [saƙa].
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Nana na saƙa.
Nana ta saƙa hula.
Hula na saman tebur.
Ɗalibai.
Ɗalibai.
25
Zango Na: 1
Mako Na: 4
nan a lokacin da kake/kake
sababbin kalmomin.
1.Buɗa shafi na 8 a cikin littafin
karatu a bayyane.
karanta a yau.
ɗalibai.
su fahimta [kwaɗayi, gunaguni].
Faɗi kalmomin, kuma ka/ki koyar
da su ta hanyar amfani da sassan
jiki, ko kuma hotuna.
hasashensu.
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
[Ss, Aa].
yatsa.
littattafansu.
kuma yadda suke rubutawa.
Minti-5
26
Zango Na: 1
Mako Na: 4
Darasi Na 7 da Na 8
Aikin Gida
ko abokai.
littafinsu.
ayyukan, lokacin da suka fahimci ɗalibai na bukatar ƙarin ayyuka, ko kuma a faɗaɗa fahimtar
ɗaliban.
Reshen Darasi: Tsarin Baƙaƙe.
Aiki: Tono Kalma.
Manufa: Zai jaddada sanin baƙaƙe a rubutu.
Tsari:A ƙarfafa gwiwar ɗalibai wajen bin ba’asin ɗaiɗaikun baƙaƙe da kalmomi da
aka gabatar musu da su a cikin darasi, waɗanda suke cikin Littafin Karatun
Ɗalibai.
Shawara
Yi amfani da azancin
maganar hannu, kamar
ɗaga yatsa wajen ba ɗalibai
dama don su ba da amsa
tare da kuma yi musu gyara
a inda suka yi kuskure.

Waiwaye


1.
2.
koyar su ne [faɗi, juya].
3.
Wane taimako ne jami’an taimaka wa malamai ya baka/ki a
cikin darussan da suka gabata?
A wane ɓangare na darasi ne ka/ki ke buƙatar taimakon
jami’an taimaka wa malamai?
Ko kana da jami’an da ke taimaka maka/ki a makaranta?
A waɗanne abubuwa ne ka/ki ke so jami’an su tattauna a
lokacin taro malamai na gaba.
27
Zango Na: 1
Mako Na: 5
Darasi Na 9 da Na 10
Waƙa Kafin Darasi
Minti-3
Waƙar Tsafta
Tsafta Tsafta
Tsafta Tsafta Tsafta
Tsafta
Wanke hannu yara shi ne tsafta
Tsafta
Wanke baki yara shi ne tsafta
Tsafta
Wanka, wanki yara shi ne tsafta
Tsafta
Tsafta Tsafta
Tsafta.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [rana]. Idan akwai
kowace gaɓa.
ke.
(1-4) da sauran kalmomin [rigima,
rijiya, riga].
28
Zango Na: 1
Mako Na: 5
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gabata [S, A]. Yi ta aikin bambanta
Minti-6
kalmar rawa.” Ka/ki ɗan yi ‘yar rawa
kana/kina furta sautin ‘r’ ‘r’ ‘rawa’.
Malami/Malama.
sabon harafi [R, r].
harafin [R], sautinsa /r/.”
biyar (2-5) da ɗaya harafin [I i].
10. Koya wa ɗalibai furta sautin [I] ta
da furta sautin harafin. “[I] na da
sautin /i/ kamar a cikin kalmar ido.”
Ka/ki nuna idon ka/ki da yatsa kana/
kina furta sautin ‘i’ ‘i’ ‘ido’.
takwas (7-8).
6. Koya wa ɗalibai furta sautin [R]
“[R] na da sautin /r/ kamar a cikin
haruffan [R, I], da sautukansu, ko
da haruffan.
29
Zango Na: 1
Mako Na: 5
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ra].
hankali.
kalma [ri].
1. Rubuta wannan kalmar [rina] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[rana, rini].
30
Zango Na: 1
Mako Na: 5
Karatun Jimla
Minti-5
cikin littafinsu.
na rina riga].
a cikin jimlar [riga].
hotunan ke nunawa.
karanta baƙuwar kalmar
yayin karantawa.
Karatun Ɗalibai.
Rana ta fito.
Nana na rina riga.
Amina na rina riga.
Ɗalibai.
Karatun Ɗalibai.
31
Zango Na: 1
Mako Na: 5
karatu a bayyane.
kalmomin.
karanta a yau.
ɗalibai.
su fahimta [girmama, yafe]. Faɗi
kalmomin, kuma ka/ki koyar da
su ta hanyar amfani da sassan jiki,
ko kuma hotuna.
hasashensu.
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
[Rr, Ii].
yatsa.
littattafansu.
Minti-5
32
Zango Na: 1
Mako Na: 5
Aikin Gida
ko abokai.
littafin su.
da ‘Ayyukan Ƙara Ƙwarewa’. Ayyukan ƙara ƙwarewa suna jaddada manyan rassan koyo da ake
ɗaliban.
Reshen Darasi: Gwanewa.
Aiki:
Tusa Karatu.
Manufa:
Tusa karatun labari sau da dama, domin ɗalibai su haɓaka gwanewarsu ta
hanyar ƙara ganin kalmomi da kuma aiki da su.
Tsari:
Sa su su tusa karatu sau da dama, sannan a dubi halin fahimtarsu.
Shawara
Manufar ita ce a samu
ɗalibai su iya karanta
kalmomi 9 cikin 10 babu
kuskure. Idan ɗalibai sun
kasa samun maki 90% a
karatun, to a sa su, su yi ta
maimaita jimlar don samun
ƙwarewa.

Waiwaye
koyar su ne [rassa, tsallake].
Ko sun gane/ba su gane sunayen haruffa da sautin su ba?
Waɗanne ɓangarori ne suke ba ka/ki matsala wajen koyar da
sunayen haruffa da sautinsu?

Me za ka/ki canza a cikin darasin bayan waiwaye?
33
Zango Na: 1
Mako Na: 6
Waƙa Kafin Darasi
Minti-3
Waƙar Haruffa
a, b, c, d, e, f, g, h!
i, j, k, l, m, n, o, r!
s, t, u, w, y, z!
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [daka]. Idan akwai
kowace gaɓa.
da yatsun hannu.
ke.
(1-4) da sauran kalmomin
[Ladi, dila, dillali].
34
Zango Na: 1
Mako Na: 6
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gabata [R, I]. Yi ta aikin bambanta
Minti-6
sako su kamar mai daka, kana/kina
furta sautin ‘d’ ‘d’ ‘daka’.
Malami/Malama.
sabon harafi [D, d].
harafin [D], sautinsa /d/.”
kina furta sautin ‘i” ‘i” ‘ido’.
takwas (7-8).
6. Koya wa ɗalibai furta sautin [D]
“[D] na da sautin /d/ kamar a
cikin kalmar daka.” Ka/ki riƙa ɗaga
hannuwanka/ki sama kana/kina
haruffan [D, I], da sautukansu, ko
da haruffan.
35
Zango Na: 1
Mako Na: 6
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[di].
hankali.
kalma [da, mi].
1. Rubuta wannan kalmar
[damina] a kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[dami, daka].
36
Zango Na: 1
Mako Na: 6
Karatun Jimla
Karatun Labari
Minti-3
Minti-5
cikin littafinsu.
na gyara dami].
layi a cikin jimlar [gyara].
hotunan ke nunawa.
Kaka na daka dawa.
Nana na gyara dami.
Sai ga mage.
yayin karantawa.
Karatun Ɗalibai.
Ɗalibai.
7. Karanta jimlar tare da ɗalibai
Karatun Ɗalibai.
37
Zango Na: 1
Mako Na: 6
nan a lokacin da kake karanta
labarin. Sai ka/ki ce musu su ɗaga
babban yatsa a duk lokacin da
suka ji an faɗi kalmomin.
karatu a bayyane.
karanta a yau.
ɗalibai.
hasashensu.
su fahimta [reshe, danƙo]. Faɗi
kalmomin, kuma ka koyar da
su ta hanyar amfani da sassan
jikinka, ko kuma hotuna.
Karatu A Bayyane.
Aikin
Rubuta Haruffa
Minti-5
[Dd, Ii].
yatsa.
littattafansu
Minti-5
38
Zango Na: 1
Mako Na: 6
Aikin Gida
ko abokai.
littafin su.
ɗaliban.
Reshen Darasi: Gwanewa.
Aiki:
Karatun Tare.
Manufa:
Yi amfani da tusa karatu ta hanyar haɗa ɗalibai su yi karatu tare, don ba su
ƙwarin gwiwa.
Tsari:Haɗa ɗalibai, sannan ka tsamo labarin da za su yi aiki a kai.
Shawara
Karatun Amsa Amo: Nemi
ɗalibai su karanta kalma ko
jimla bayan ka/kin karanta
don gano ƙwarewarsu.
koyar su ne [dabara, ankara].
Waiwaye

Ko kana ganin motsin sautuka sun yi sauƙi/tsauri ga ɗalibai?

Saboda me ka/ki ke ganin koyar da motsin sautuka ya yi sauƙi/
wuya?

Bayan waiwaye me ka/ki ke ganin zaku tattauna da abokan
aikin ka/ki a wurin taron malamai?
39
Zango Na: 1
Mako Na: 7
Kafin Darasi
Waƙa 1. Rubuta wannan waƙa a kan allo.
Minti-3
Waƙar Gaisuwa
Sai mu gaida iyayen mu x 2
Mamata ina kwana
Gaisuwa ce da safe
Ina wuni Babana
Gaisuwa ce da rana
Mamata sai da safe
Gaisuwa ce da dare.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [dafi]. Idan akwai
kowace gaɓa.
da yatsun hannu.
ke.
5. Maimaita mataki na ɗaya zuwa na huɗu (1-4) da sauran kalmomin [takalmi, titi, turmi].
40
Zango Na: 1
Mako Na: 7
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gabata [D, I]. Yi ta aikin bambanta
Minti-6
hannuwanka/ki kana/kina furta
sautin ‘t’ ‘t’ ‘tafi’.
Malami/Malama.
sabon harafi [T t].
harafin [T], sautinsa /t/.”
takwas (7-8).
6. Koya wa ɗalibai furta sautin [T]
“[T] na da sautin /t/ kamar a
cikin kalmar tafi.” Ka/ki riƙa tafa
haruffan [T, I], da sautukansu, ko
da haruffan.
41
Zango Na: 1
Mako Na: 7
Gano Gaɓar Kalma
Minti-6
mai alamar da’ira. Maimaita mataki
Ɗalibai.
[ti].
hankali.
3. Aza yatsa a ƙasan gaɓar ka bi ta
daga hagu zuwa dama kana/kina
furta sautinta da sauri.
kalma [ta].
1. Rubuta wannan kalmar [mata] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[titi, tasa].
42
Zango Na: 1
Mako Na: 7
Karatun Jimla
1. Rubuta jimlar a kan allo [tana
riƙe da tasa].
Minti-5
cikin littafinsu.
layi a cikin jimlar [riƙe].
hotunan ke nunawa
yayin karantawa.
Kaka na kan tabarma.
Nana na kan turmi.
Tana riƙe da tasa.
Karatun Ɗalibai.
Ɗalibai.
Karatun Ɗalibai.
tare da rukunin yara dabandaban.
43
Zango Na: 1
Mako Na: 7
kalmomin.
karatu a bayyane.
karanta a yau
ɗalibai.
su fahimta [muhalli, mamaki].
hasashensu.
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
[Tt, Ii].
yatsa.
littattafansu.
Minti-5
44
Zango Na: 1
Mako Na: 7
Aikin Gida
littafinsu.
ko abokai.
ɗaliban.
Reshen Darasi: Karatun Tare.
Manufa:
Yi amfani da tusa karatu ta hanyar haɗa ɗalibai su yi karatu tare, don ba su
ƙwarin gwiwa.
Tsari:Nemi ɗalibi ɗaya ya karanta labarin sau uku - shi kuma ɗaya ya yi bayani a kan
abu guda da ya karanta sosai, da kuma ɗaya wanda zai gyara a gaba.
Shawara
Faɗaɗa kalmomi yana da
alaƙa da ƙwarewa wajen
karatu. A koyar da ma’anar
kalmomi, da jimlolinsu, da
labarin da suka ƙunsa.
koyar su ne [dabbobi, halaka].
3. Ka/ki tunatar da ɗalibai inda aka kwana
cikin labarin da ke shafi na [14] a cikin
Littafin Karatu A Bayyane.
Waiwaye

Ko kana ganin ɗaliban ka/ki suna iya/ ba su iya rubuta
haruffa daidai? Me ya sa?

Wace matsala ka/ki ke fuskanta wurin koyar da rubutu?

Bayan waiwaye wace dabara za ka/ki canza wajen koyar
da rubutu?
45
Zango Na: 1
Mako Na: 8
Waƙa Kafin Darasi
Minti-3
Waƙar Tsafta
Tsafta Tsafta
Tsafta
Tsafta
Tsafta
Tsafta
Tsafta Tsafta
Tsafta.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [tsafta]. Idan
akwai hoton kalmar, sai a taimaki ɗalibai
su gano ta cikin hoton da ke littafinsu.
kowace gaɓa.
ke.
(1-4) da sauran kalmomin [motsi, hatsi,
tsintsiya].
46
Zango Na: 1
Mako Na: 8
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Sunayen Haruffa da Sautukansu
gabata [T, I]. Yi ta aikin bambanta
Minti-6
hankali kana/kina furta sautin ‘ts’ ‘ts’
‘tsalle’.
Malami/Malama.
sabon harafi [Ts ts].
harafin [Ts], sautinsa /ts/.”
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Ts]
“[Ts] na da sautin /ts/ kamar a cikin
kalmar tsalle.” Ka/ki riƙa yin tsalle a
haruffan [Ts, I], da sautukansu, ko
da haruffan.
47
Zango Na: 1
Mako Na: 8
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[tsa].
hankali.
kalma [tsi, ni].
[tsakani] a kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[tsinka, tsanani].
48
Zango Na: 1
Mako Na: 8
Karatun Jimla
Karatun Labari
Minti-3
Minti-5
cikin littafinsu.
1. Rubuta jimlar a kan allo [Abba
na da tsananin tsafta].
a cikin jimlar [tsafta].
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Ɗalibai.
Ɗalibai.
Abba na da tsintsiya.
Abba na shara.
Abba na da tsananin tsafta.
49
Zango Na: 1
Mako Na: 8
sababbin kalmomin.
ɗalibai.
karatu a bayyane.
karanta a yau.
su fahimta [samaniya, tashi].
hasashensu.
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
[Ts, ts, Ii].
yatsa.
littattafansu.
Minti-5
50
Zango Na: 1
Mako Na: 8
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Reshen Darasi: Tusa Karatu.
Manufa:
Tusa karatun labari sau da dama, domin ɗalibai su haɓaka gwanewarsu ta
hanyar daɗa ganin kalmomi da kuma aiki da su.
Tsari:Faɗa wa ɗalibai cewa suna karanta labarin ne don su ƙara goguwa wajen
karatu, da sanin kalmomi, da muhallinsu, da kuma karanta kalma ba da
garaje ba.
Shawara
Yi amfani da ‘yar takarda
mai ɗauke da keɓaɓɓun
kalmomi uku da aka koya,
don tantance azancin
kowane ɗalabi/ɗalaba na
tsamo kalmomin a lokacin
da suke karatu da kansu.

Waiwaye


Karatu a Bayyane. Kalmomin da za a
koyar su ne [hikima, sulhi].
Wane taimako ne jami’in/ar taimaka wa malamai ya/ta baka a
cikin darussan da suka gabata?
jami’ian taimaka wa malamai?
Ko kana da jami’in/ar da ke taimaka maka/ki a makaranta?
A waɗanne abubuwa ne ka/ki ke so jami’ian su tattauna a
lokacin taron malamai na gaba.
51
Alamomi
Aikin Ɗalibai:
jagorantarsu.
Alamar Akwati:
Ɗalibai.
Alamar Da’ira:
Alamar Dala:
Alamar Tauraro:
52
Zango Na: 2
Mako Na: 5
ZANGO NA 2
Mako 1 - 8
Darasi 1 - 16
53
Zango na 2
Manufar Malamai
Manufar Ɗalibai
Jigo na 3
Filin Wasa
A ƙarshen wannan sashe, malamai za su
iya kula da fahimtar ɗalibansu ta hanyar
amfani da takardar bayani wajen:
A wannan sashe, an gabatar da hanyoyin motsa jiki a
makaranta da dandali.
•
•
•
•
•
•
Mako na 1-4
Tafa gaɓobin da ke cikin kalma
Faɗar sunan harafi da sautinsa
Karanta kalmomi da jimlolin da
ake buƙata
Karanta labari tare da ba da
amsar tambayoyi
Rubuta haruffan da ake buƙata
Sauraren labari tare da amsa
tambayoyi aƙalla uku.
A ƙarshen mako na 1-4 , ana son
malamai su:
A ƙarshen mako na 1-4 , ana son ɗalibai su iya:
San ƙwazon da ɗalibai suke da shi wajen
haruffan:
•
•
•
•
Mako na 1: ‘B’ ‘b’ ‘A’ ‘a’
Mako na 2: ‘W’ ‘w’ ‘A’
‘a’
Mako na 3: ‘G’ ‘g’ ‘I’ ‘i’
Mako na 4: ‘Y’ ‘y’ ‘I’ ‘i’
labarin da tambaya mai harshen damo
da kuma tambayar jin ra’ayi
Shawara a kan
Gwaji
A ƙarshen wannan sashe, malamai
su maimaita baƙaƙen ‘B’ ‘W’ ‘G’ ‘Y’
da wasulan ‘A’ ‘I’, sannan su binciki
fahimtar ɗalibai ta hanyar rubuta ƙwazon
karatunsu a:
• Jimlolin da ke cikin labari da
amsa tambayoyi daidai.
dace
Malamai za su taimaka wa ɗalibai wajen dangantawa
da bambanta irin wasannin da suke yi da waɗanda su
Nana ke yi.
54
Gane haruffan da aka koyar da su tare da karanta su.
Ana kuma son ɗaliban su iya karanta gaɓoɓin kalma
da kalmonin da ke ɗauke da waɗannan haruffan:
•
•
•
•
Mako na 1: ‘B’ ‘b’ ‘A’ ‘a’
Mako na 2: ‘W’ ‘w’ ‘A’ ‘a’
Mako na 3: ‘G’ ‘g’ ‘I’ ‘i’
Mako na 4: ‘Y’ ‘y’ ‘I’ ‘i’
Ba da amsar tambayoyi uku waɗanda suka ƙunshi
tambaya wadda amsar take cikin labarin da tambaya
mai harshen damo da kuma tambayar jin ra’ayi
nasarar da suka samu wajen ƙwarewa ga iya karanta
haruffa da kalmomi da jimloli da kuma gane inda
suke da rauni daga malami/malama.
ƙwarewa.
Zango na 2
Manufar Malamai
Manufar Ɗalibai
Jigo na 4
Aji
gano ɗaliban da suke samun matsala
wajen karatu da rubutu sannan a shirya
musu darussa na musamman a kan
waɗannan ɓangarori:
A wannan sashe, an gabatar wa ɗalibai abubuwan da
Nana da Abba ke yi a makaranta.
•
•
•
•
Mako na 5-8
Fahimtar Ƙwayoyin Sauti:
Bambance sautukan haruffa
Karatu: Iya karanta gaɓar kalma
da kalmomin da ake buƙata.
Iya Karatu: Yin karatu cikin
hanzari kamar yadda ya dace
tare da kakkarya murya.
Fahimta: Fahimtar labarin da
aka karanta ta hanyar amsa
tambayoyin da ke cikin labarin.
su:
haruffan:
•
•
•
•
Mako na 5: ‘L’ ‘l’ ‘U’ ‘u’
Mako na 6: ‘C’ ‘c’ ‘I’ ‘i’
Mako na 7: ‘H’ ‘h’ ‘U’
‘u’
Mako na 8: ‘Sh’ ‘sh’
‘I’ ‘i’
San yi wa ɗalibai tambayo uku waɗanda
suka ƙunshi tambaya wadda amsar ta
ke cikin labarin da tambaya mai harshen
damo da kuma tambayar jin ra’ayi.
Shawara a kan
Gwaji
su maimaita baƙaƙen ‘L’ ‘C’ ‘H’ ‘Sh’
da wasulan ‘I’ ‘U’, sannan su binciki
karatunsu a:
dace
55
Malamai za su taimaka wa ɗalibai wajen danganta
abubuwan da suke yi a makaranta da na su Nana da
Abba.
•
•
•
•
Mako na 5: ‘L’ ‘l’ ‘U’ ‘u’
Mako na 6: ‘C’ ‘c’ ‘I’ ‘i’
Mako na 7: ‘H’ ‘h’ ‘U’ ‘u’
Mako na 8: ‘Sh’ ‘sh’ ‘I’ ‘i’
ƙwarewa.
Waƙa Kafin Darasi
Minti-3
Waƙar Gaisuwa
Sai mu gaida iyayenmu x 2
Mamata ina kwana
Gaisuwa ce da safe
Ina wuni Babana
Gaisuwa ce da rana
Mamata sai da safe
Gaisuwa ce da dare
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [baba]. Idan akwai
kowace gaɓa.
da yatsun hannu.
ke.
(1-4) da sauran kalmomin [babba,
bishiya, dabara].
56
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gabata [Ts, I]. Yi ta aikin bambanta
Minti-6
murɗa hannun babur ɗin kana/kina
furta sautin ‘b’ ‘b’ ‘boom-boom’.
Malami/Malama.
sabon harafi [B b].
harafin [B], sautinsa /b/.”
‘ah!’ ‘ah!’
takwas (7-8).
6. Koya wa ɗalibai furta sautin [B]
“[B] na da sautin /b/ kamar a cikin
kukan babur.” Ka/ki nuna alamar
kana/kina kan babur kana/kina
haruffan [B, A], da sautukansu, ko
da haruffan.
57
Zango Na: 2
Mako Na: 1
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ba].
hankali.
kalma [bab, ni].
1. Rubuta wannan kalmar [baba] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Darasi Na 1 da Na 2
[babba, babana].
58
Zango Na: 2
Mako Na: 1
Karatun Jimla
Darasi Na 1 da Na 2
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [Baba
da Abba na wasa].
Minti-5
cikin littafinsu.
a cikin jimlar [wasa].
hotunan ke nunawa.
yayin karantawa.
4.
Rubuta labarin a kan allo.
Abba a babban fili.
Baba da Abba na wasa.
Nana da Amina na wasa.
Kowa na wasa a fili.
Karatun Ɗalibai.
Ɗalibai.
Karatun Ɗalibai.
59
Zango Na: 2
Mako Na: 1
4.Nemi ɗalibai su mai da hankali
kan gano kalmomin nan a lokacin
da kake/kike karanta labarin. Sai
ka/ki ce musu su ɗaga babban
yatsa a duk lokacin da suka ji an
faɗi kalmomin.
karatu a bayyane.
karanta a yau.
ɗalibai.
su fahimta [hantsi, birni]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu A Bayyane.
Aikin
Rubuta Haruffa
Minti-5
[Bb, Aa].
yatsa.
littattafansu.
Minti-5
60
Zango Na: 2
Mako Na: 1
Darasi Na 1 da Na 2
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Reshen Darasi: Koyon Sabuwar Kalma.
Manufa:Ba ɗalibai damar su faɗa wa abokansu sabbin kalmomin da suka koya a wajen
makaranta.
Tsari:Keɓe minti ɗaya ko biyu a mako domin samun jin bayanin yadda ɗalibai suka
tsinci kalma, da kuma ma’anarta. Nemi ɗalibai su fito su rubuta kalmominsu a
kan allo.
Shawara
Ba su dama su furta
kalmomi, tare da jinsu a
cikin waƙa yana haɓaka
fahimtarsu ta sauraro da
gina kalmomi.
da labarin da ke shafi na 20 a Litaffin
koyar su ne [abokinsa, buhuna].
Waiwaye

Me ka fahimci yawancin ɗalibai suka fi so ?

Me ka fi jin daɗin koyarwa a cikin darasinka ?

Bayan waiwaye waɗanne sassa ne ka/ki ke jin kana iya
koyarwa yau ?
61
Zango Na: 2
Mako Na: 2
Darasi Na 3 da Na 4
Waƙa Kafin Darasi
Minti-3
Waƙar Kirge
Ɗaya mafarin ƙirge
Biyu idanun dabba
Uku duwatsun murhu
Huɗu ƙafafun tebur
Biyar na yatsun hannu.
da waƙar ke faɗa.
5.Nemi ɗalibi/ ɗaliba ɗaya ko
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [wake]. Idan
akwai hoton kalmar, sai a taimaki
ɗalibai su gano ta cikin hoton da ke
littafinsu.
kowace gaɓa.
da tafa kowace gaɓar kalma tare da
kai/ke.
huɗu (1-4) da sauran kalmomin
[wanka, rawa, taimakawa].
62
Zango Na: 2
Mako Na: 2
Darasi Na 3 da Na 4
:Z $D
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gabata [B, A]. Yi ta aikin bambanta
Minti-6
watsa ruwa da cuɗawa kana/kina
furta sautin ‘w’ ‘w’ ‘wanka.’.
Malami/Malama.
sabon harafi [W w].
harafin [W], sautinsa /w/.”
‘ah!’ ‘ah!’
6. Koya wa ɗalibai furta sautin [W]
“[W] na da sautin /w/ kamar a cikin
kalmar wanka.” Ka/ki kwatanta
63
takwas (7-8).
haruffan [W, A], da sautukansu, ko
da haruffan.
Zango Na: 2
Mako Na: 2
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[wa].
hankali.
kalma [sa, san].
Kalmomin da Za A karanta
1. Rubuta wannan kalmar [wasa] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Darasi Na 3 da Na 4
[wata, wanka].
64
Zango Na: 2
Mako Na: 2
Karatun Jimla
Darasi Na 3 da Na 4
Karatun Labari
Minti-3
Minti-5
cikin littafinsu.
1. Rubuta jimlar a kan allo [Nana ta
yi wanka].
a cikin jimlar [yi].
hotunan ke nunawa.
4.
yayin karantawa.
Karatun Ɗalibai.
Jiya an ga watan sallah.
Nana ta yi wanka.
Nana da Amina na rawa.
Ana wasan sallah.
Ɗalibai.
Karatun Ɗalibai.
65
Zango Na: 2
Mako Na: 2
kalmomin.
karatu a bayyane.
karanta a yau.
ɗalibai.
su fahimta [fushi, dace]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu A Bayyane.
Aikin
Rubuta Haruffa
Minti-5
[Ww, Aa].
haruffan da ke cikin littafinsu, yayin da kake
tisawa a kan allo.
yatsa.
littattafansu.
Minti-5
66
Zango Na: 2
Mako Na: 2
Darasi Na 3 da Na 4
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Reshen Darasi: Kalmomi.
Aiki:
Koyon Sabuwar Kalma.
Manufa:Ba ɗalibai damar su faɗa wa abokansu sabbin kalmomin da suka koya a wajen
makaranta.
Tsari:
Samar da waje, ko allon manna sabbin kalmomi.
Shawara
A sa ɗalibai su yi hasashen
ma’anar kalmomi, sannan
a saurari bayaninsu don
tabbatar da hasashensu.
da labarin da ke shafi na 22 a cikin
Littafin Karatu A Bayyane. Kalmomin
da za a koyar su ne [wahala, wurare].

Waiwaye


Me ka gano ɗaliban ka sun fi ƙwarewa a wajen koyon
sunayen haruffa da sautukansu?
A ina ka/kike da matsala a wajen koyar da sunayen
haruffa da sautukansu?
Bayan waiwaye me ka/kike ganin ya kamata ka/ki canza
wajen koyar da sunayen haruffa da sautukansu?
67
Zango Na: 2
Mako Na: 3
Darasi Na 5 da Na 6
Waƙa Kafin Darasi
Minti-3
Waƙar Haruffa
a, b, c, d, e, f, g, h!
i, j, k, l, m, n, o, r!
s, t, u, w, y, z!
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [gari]. Idan akwai
kowace gaɓa.
kai/ke.
[ganga, gatari, gajimarai].
68
Zango Na: 2
Mako Na: 3
Darasi Na 5 da Na 6
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Sunayen Haruffa da Sautukansu
gabata [W, A]. Yi ta aikin bambanta
Minti-6
gudu kaɗan kaɗan kana/kina furta
sautin ‘g’ ‘g’ ‘gudu’.
Malami/Malama.
sabon harafi [G g].
harafin [G], sautinsa /g/.”
biyar(2- 5) da ɗaya harafin [I i].
takwas (7-8).
6. Koya wa ɗalibai furta sautin [G]
“[G] na da sautin /g/ kamar a cikin
kalmar gudu.” ka/ki kwatanta yin
haruffan [G, I], da sautukansu, ko
da haruffan.
69
Zango Na: 2
Mako Na: 3
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[gi].
hankali.
kalma [gan, dan].
[Ringimi] a kan allo
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Darasi Na 5 da Na 6
[gasa, ganga].
70
Zango Na: 2
Karatun Jimla
Mako Na: 3
Darasi Na 5 da Na 6
Minti-5
cikin littafinsu.
1. Rubuta jimlar a kan allo [Ana
gasar kokawa a Ringimi].
a cikin jimlar [kokawa].
hotunan ke nunawa.
Ana gasar kokawa a Ringimi.
Ana buga ganga.
A gidan su Ali akwai ganga.
Abba na gasar kokawa.
yayin karantawa.
Karatun Ɗalibai.
Ɗalibai.
Karatun Ɗalibai.
71
Zango Na: 2
Mako Na: 3
kalmomin.
karatu a bayyane.
karanta a yau.
ɗalibai.
su fahimta [gada, kwale-kwale].
hasashensu.
Karatu A Bayyane.
Aikin
Rubuta Haruffa
Minti-5
[Gg, Ii].
yatsa.
littattafansu.
Minti-5
72
Zango Na: 2
Mako Na: 3
Darasi Na 5 da Na 6
Aikin Gida
ga iyayensu ko ‘yan’uwa ko
abokai.
littafinsu.
ɗaliban.
Aiki:
Kwaikwayon Bayanin Kalma.
Manufa:
Don a ƙarfafa gwiwar ɗalibai wajen fahimtar sabbin kalmomi.
Tsari:
Malami/ma zai/zata rubuta kalma a kan takarda.
Shawara
Sanya ɗalibai su ba da
labarin abin da suka
karanta yana bai wa
malamai damar gano
fahimtarsu.
koyar su ne [giwa, teku].
Waiwaye

Me za ka/ki iya cewa game da ɗalibanka/ki wajen koyon
motsin jikin da aka danganta da suna da sautin harafi?

Wace matsala ce ka/kika fuskanta wajen motsin jikin da
aka danganta da suna da sautin harafi?

Wace buƙata ce za ka/ki zo da ita wajen taron malamai a
kan darasi don tattaunawa?
73
Zango Na: 2
Mako Na: 4
Darasi Na 7 da Na 8
Waƙa Kafin Darasi
Minti-3
Waƙar Kirge
Daya mafarin ƙirge
Biyu idanun dabba
Uku duwatsun murhu
da waƙar ke faɗa.
nuna kalmomin.
Amon sautin gaɓa
Minti 2
1. Furta wannan kalma [yau]. Idan akwai
kowace gaɓa.
kai/ke.
[rairayi, tsautsayi, matambayi].
74
Zango Na: 2
Mako Na: 4
Darasi Na 7 da Na 8
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gabata [G, I]. Yi ta aikin bambanta
Minti-6
kana/kina yanka ɗayan hannun
kana/kina furta sautin ‘y’ ‘y’
‘yanka’
Malami/Malama.
sabon harafi [Y y].
harafin [Y], sautinsa /y/.”
kina furta sautin ‘i’ ‘i’ ‘ido.’
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Y]
“[Y] na da sautin /y/ kamar a cikin
kalmar yanka.” Ka/ki yi amfani da
hannunka/ki a matsayin wuƙa
haruffan [Y, I], da sautukansu, ko
da haruffan.
75
Zango Na: 2
Mako Na: 4
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[yi].
hankali.
kalma [ya, wa].
1. Rubuta wannan kalmar [yayi] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Darasi Na 7 da Na 8
[iya, yawa].
76
Zango Na: 2
Karatun Jimla
Mako Na: 4
Darasi Na 7 da Na 8
ta iya kwalliya].
Minti-5
cikin littafinsu.
a cikin jimlar [kwalliya].
hotunan ke nunawa.
4.
yayin karantawa.
Karatun Ɗalibai.
Yau ma ana bikin sallah.
Abba na yawon sallah.
Nana ta iya kwalliya.
Amina ma ta iya kwalliya.
Sun sanya kayan yayi.
Ɗalibai.
Karatun Ɗalibai.
77
Zango Na: 2
Mako Na: 4
kalmomin.
karatun a bayyane.
karanta a yau.
ɗalibai.
su fahimta [take, sauƙi]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu A Bayyane.
Aikin
Rubuta Haruffa
Minti-5
[Yy, Ii].
yatsa.
littattafansu.
Minti-5
78
Zango Na: 2
Mako Na: 4
Darasi Na 7 da Na 8
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Aiki: Kwaikwayon Bayanin Kalma.
Manufa:
Tsari:
Ɗalibi zai fito gaban aji, ya kwaikwayi ma’anar kalmar.
Shawara
Tsaro irin tambayoyin da za
a yi wa ɗalibai tun farko zai
taimaka wa malamai wajen
auna fahimtarsu.
Karatu a Bayyane. Kalmomin da za a
koyar su ne [ainun, damu].

Waiwaye


Wane taimako ne jami’in/ar taimaka wa malamai ya/ta
ba ka a cikin darussan da suka gabata?
jami’an taimaka wa malamai?
Ko kana da jami’in/ar da ke taimaka maka/ki a
makaranta? A waɗanne abubuwa ne ka/kike so jami’an
su tattauna a lokacin taron malamai na gaba.
79
Zango Na: 2
Mako Na: 5
Waƙa Kafin Darasi
Minti-3
Waƙar Gaɓar Kalma
A, i, o, u, e!
A, i, o, u, e!
Ba bi, bo, bu, be!
Ba, bi, bo, bu, be!
Ca, ci, co, cu, ce!
Ca, ci, co, cu, ce!
Da, di, do, du, deeeee!!!
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [lada]. Idan akwai
kowace gaɓa
kai/ke.
huɗu (1-4) da sauran kalmomin [langa,
lauje, ludayi].
80
Zango Na: 2
Mako Na: 5
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gabata [Y, I]. Yi ta aikin bambanta
Minti-6
wani abu kana/kina furta sautin ‘i’ ‘i’
‘leƙa’.
Malami/Malama.
sabon harafi [L l].
harafin [L], sautinsa /l/.”
biyar (2-5) da ɗaya harafin [U u].
10. Koya wa ɗalibai furta sautin [U] ta
da furta sautin harafin. “[U] na da
sautin /u/ kamar a cikin kalmar
ungo.” Ka/ki riƙa miƙa hannu zuwa
ga ɗalibai kamar za a basu wani abu
kana/kina furta sautin ‘u’ ‘u’ ‘ungo.’
matakin na uku (3) ta hanyar
takwas (7-8).
6. Koya wa ɗalibai furta sautin [L]
“[L] na da sautin /l/ kamar a cikin
kalmar leƙa.” Ka/ki kwatanta leƙa
haruffan [L, U], da sautukansu, ko
da haruffan.
81
Zango Na: 2
Mako Na: 5
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[lu].
hankali.
kalma [lun, bu].
1. Rubuta wannan kalmar [lungu]
a kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[ulu, lambu].
82
Zango Na: 2
Mako Na: 5
Karatun Jimla
Minti-5
cikin littafinsu.
1. Rubuta jimlar a kan allo [Amina
a lungu cikin lambu].
a cikin jimlar [cikin].
hotunan ke nunawa.
5. Karanta jimlar kana aza yatsa
a ƙasan kowace kalma, yayin
karantawa.
4.
Amina a lungu cikin lambu.
Tana wasa da ulu.
Ga Nana da littafin karatu.
Sai suka zauna tare.
Karatun Ɗalibai.
Ɗalibai.
Ɗalibai.
83
Zango Na: 2
Mako Na: 5
karatu a bayyane.
kalmomin.
karanta a yau.
ɗalibai.
su fahimta [zaƙi, gudawa]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu A Bayyane.
Aikin
Rubuta Haruffa
Minti-5
[Ll, Uu].
3. Ka/ki sa ɗalibai su rubuta harafin a iska da
yatsa.
4. Ka/ki sa ɗalibai su rubuta harafin a cikin
littattafansu.
Minti-5
84
Zango Na: 2
Mako Na: 5
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Aiki:
Kwaikwayon Bayanin Kalma.
Manufa:
Tsari:
Ɗalibi/Ɗalibar da ya/ta gano kalmar da aka kwaikwaya shi zai/ita za ta
kwaikwayi kalmar gaba.
Shawara
Yi amfani da azancin
tambaya cikin labari, don
gano fahimtar ɗalibai
wajen ba da amsa.
da labarin da ke shafi na 28 a Litaffin
koyar su ne [likita, girma].
3.
Waiwaye
Ka/ki tunafar da ɗalibai inda aka

Me ka/kika fahimci na faruwa da ɗalibai a lokacin
karatun labari a bayyane?

Me ya kamata ka/ki yi don inganta karatun labari a
bayyane?

Bayan waiwaye me ya kamata ka/ki yi don inganta
koyar da karatun labari a bayyane?
85
Zango Na: 2
Mako Na: 6 Darasi Na 11 da Na 12
Waƙa Kafin Darasi
Minti-3
kalmomin da ke cikin waƙar
Waƙar Gaisuwa
Sai mu gai da iyayen mu x 2
Mamata ina kwana
Gaisuwa ce da safe
Ina wuni Babana
Gaisuwa ce da rana
Mamata sai da safe
Gaisuwa ce da dare.
da waƙar ke faɗa.
nuna kalmomin
Amon sautin gaɓa
Minti 2
1. Furta wannan kalma [ci]. Idan akwai
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [ciki,
ciniki, masallaci].
86
Zango Na: 2
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gabata [L, U]. Yi ta aikin bambanta
Minti-6
abinci kana/kina furta sautin ‘c’ ‘c’ ‘
ci’.
Malami/Malama.
sabon harafi [C c].
harafin [C], sautinsa /c/.”
takwas (7-8).
6. Koya wa ɗalibai furta sautin [C]
“[C] na da sautin /c/ kamar a cikin
kalmar ci.” Ka/ki ɗauki hannunka/ki
kana/kina sakawa a baki alamar cin
haruffan [C, I], da sautukansu, ko
da haruffan.
87
Zango Na: 2
Mako Na: 6 Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ci].
hankali.
3. Aza yatsa a ƙasan gaɓar ka bi ta
daga hagu zuwa dama kana/kina
furta sautinta da sauri.
kalma [ki, kin].
[cinnaka] a kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[cikin, abinci].
88
Zango Na: 2
Mako Na: 6 Karatun Jimla
1. Rubuta jimlar a kan allo [Cinnaka
ya ciji Amina].
Minti-5
cikin littafinsu.
a cikin jimlar [ciji].
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Nana da Amina cikin aji.
Amina na cin abinci a aji.
Cinnaka ya ciji Amina.
Amina ta ji ciwo.
Ɗalibai.
hanyar amfani da littafin Karatun
ɗalibai.
89
Zango Na: 2
Mako Na: 6 Karatun Labari A Bayyane Darasi Na 11 da Na 12
kalmomin.
karatu a bayyane.
karanta a yau.
ɗalibai.
su fahimta [kiyaye, haɗama].
hasashensu.
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
[Cc, Ii].
kike tisawa akan allo.
yatsa.
littattafansu.
Minti-5
90
Zango Na: 2
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Reshen Darasi: Fahimta.
Aiki:
Manufa:
Sake ba da labari.
Don gano fahimtar ɗalibai.
Tsari: Nemi ɗalibai su sake ba da labarin da ba su jima da saurara ba, ko kuma
karantawa ba, kamar dai yadda ainihin marubucinsa ya zubo shi.
Shawara
Koyar da sabbin kalmomi
uku, don kafa tushen sani
da fahimtar labari, tun
kafin ɗalibai su saurari
‘Labarin Karatu a Bayyane.
koyar su ne [fari, matashi].

Waiwaye


Me ya sa ka/kike ganin ɗaliban ka/ki sun taka rawar
gani a wannan darasin?
Ko ka/kikan yaba wa ɗaliban ka/ki lokacin da suka taka
rawar gani? Ta wace hanya?
Bayan waiwaye me ka/kike ganin za ka/ki iya yi don
ƙara yaba wa ɗalibanka/ki?
91
Zango Na: 2
Waƙa Kafin Darasi
Minti-3
Waƙar Haruffa
a, b, c, d, e, f, g, h!
i, j, k, l, m, n, o, r!
s, t, u, w, y, z!
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [hutu]. Idan akwai
kowace gaɓa
kai/ke.
huɗu (1-4) da sauran kalmomin [huhu,
hukuma, mahukumta].
92
Zango Na: 2
+K8X
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gabata [C, I]. Yi ta aikin bambanta
Minti-6
hamma kana/kina furta sautin ‘h’ ‘h’
‘hamma’.
Malami.
sabon harafi [H h].
harafin [H], sautinsa /h/.”
biyar (2-5) da ɗaya harafin [U u].
takwas (7-8).
6. Koya wa ɗalibai furta sautin [H]
“[H] na da sautin /h/ kamar a cikin
Kalmar hamma.” ka/ki kwatanta yin
haruffan [H, U], da sautukansu, ko
da haruffan.
93
Zango Na: 2
Minti-6
Karatun Ɗalibai.
[hu].
hankali.
kalma [la, tu].
Minti-5
Ɗalibai.
1. Rubuta wannan kalmar [hutu] a
kan allo.
hankali.
dama, cikin sauri.
kalmomin [hutawa, hula].
94
Zango Na: 2
1. Rubuta jimlar a kan allo [Ali ya
cire hular Abba].
Minti-5
cikin littafinsu.
a cikin jimlar [cire].
2.Jagoranci ɗalibai su iya
bambanta zanen hotuna, da
kuma aikin da hotunan ke
nunawa.
yayin karantawa.
4.
Karatun Ɗalibai.
Lokacin tara ya yi.
Abba da Ali suna hutawa.
Abba ya sa farar hula.
Ali ya cire hular Abba.
Abba ya ture hannun Ali.
Karatun Ɗalibai.
Karatun Ɗalibai
95
Zango Na: 2
karanta labarin. Sai ka ce musu su
ɗaga babban yatsa a duk lokacin
da suka ji an faɗi kalmomin.
karatu a bayyane.
karanta a yau.
ɗalibai.
hasashensu..
su fahimta [rumfa, sha’awar].
Karatu A Bayyane.
Aikin
Rubuta Haruffa
Minti-5
[Hh, Uu].
yatsa.
littattafansu.
Minti-5
96
Zango Na: 2
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Aiki:
Mu Tambayi Juna.
Manufa:
Sanin labari ciki da waje.
Tsari:Nemi ɗalibai su yi tambaya ɗaya, wadda amsarta na cikin labari.
Shawara
A tabbatar ɗalibai sun koyi
rubuta baƙi daga hagu zuwa
dama, sannan daga sama zuwa
ƙasa, ta hanyar zagayen duba
aiki a cikin aji.

Waiwaye


1.
2.
dukkan darasin amma ka/ki yi
amfani da labarin da ke shafi na 32 a
Litaffin Karatu A Bayyane. Kalmomin
da za a koyar su ne [salaf, tabɗi].
3.
kwana cikin labarin da ke shafi
na [31] a cikin Littafin Karatu A
Bayyane.
Wace matsala ka/kike fuskanta wajen koyar da gano gaɓar
kalma, kalmomin da za a karanta, da karatun jimla?
Wane taimako ka/kike buƙata don inganta darasin ka/ki wajen
koyar da ɗalibai?
Bayan waiwaye me ka/kike ganin ya kamata masu kula da
wannan shiri su yi don kawo canje-canje wajen gabatar da
darasi?
97
Zango Na: 2
Waƙa Kafin Darasi
Minti-3
Waƙar Tsafta
Tsafta Tsafta
Tsafta
Tsafta
Tsafta
Tsafta
Tsafta Tsafta
Tsafta.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [shiru]. Idan
littafinsu.
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [shayi,
shinkafa, shiririta].
98
Zango Na: 2
Mako Na: 8 6KVK,L
A Picture of Abba with a plate of rice and
A’isha with cup of tea inside the classroom.
Include children in the background making
noise.
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gabata [H, U]. Yi ta aikin bambanta
Minti-6
ka/ki a kan bakinka/ki kana/kina
furta sautin ‘sh’ ‘sh’ ‘shiru’.
Malami/Malama.
sabon harafi [Sh sh].
harafin [Sh], sautinsa /sh/.”
matakin na uku (3) ta hanyar
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Sh]
“[Sh] na da sautin /sh/ kamar a
cikin kalmar shiru.” Ka/ki aza yatsan
haruffan [Sh, I], da sautukansu, ko
da haruffan.
99
Zango Na: 2
Minti-6
Karatun Ɗalibai.
[shi].
hankali.
kalma [sha, ru].
1. Rubuta wannan kalmar [shayi]
a kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[shiru, tashi].
100
Zango Na: 2
Minti-5
1. Rubuta jimlar a kan allo [Amina
ta zo da shayi].
cikin littafinsu.
a cikin jimlar [zo].
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Amina ta zo da shayi.
Abba ya zo da shinkafa.
Abba ya zubar da shinkafa.
Yara sun tashi suna surutu.
Ɗalibai.
Ɗalibai.
101
Zango Na: 2
kalmomin.
karatu a bayyane.
karanta a yau.
ɗalibai.
su fahimta [ɗanɗano, ƙauri]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu A Bayyane.
Rubuta Haruffa
Minti-5
[Sh sh, Ii].
yatsa, ko a bayan wani ɗalibi da suke tare.
littattafansu.
Minti-5
102
Zango Na: 2
Aikin Gida
ko abokai.
littafinsu.
ɗaliban.
Aiki:
Mu Tambayi Juna.
Manufa:
Sanin labari ciki da waje.
Tsari:Nemi ɗalibai su yi tambaya ɗaya, wadda amsarta na cikin labari.
Shawara
Yi amfani da allon koyon
rubutu na ɗalibai don ba
da damar auna ƙwarewa a
rubutu nan take. A lokacin
da suka ɗaga allunansu don
nuna yadda suke zana harafi,
za a gani nan take.
Waiwaye
koyar su ne [gutsuro, tsohuwa].

Me ka/kike ganin shi ne aikin jami’in/ar taimaka wa
malamai?

Me ka/kika ƙaru da shi tun fara wannan shiri zuwa yau?

Bayan waiwaye waɗanne abubuwa ne ka/kike buƙatar
ƙarin taimako a kan su?
103
Alamomi
Aikin Ɗalibai:
jagorantarsu.
Alamar Akwati:
Ɗalibai.
Alamar Da’ira:
Alamar Dala:
Alamar Tauraro:
104
ZANGO NA 3
Mako 1 - 9
Darasi 1 - 18
105
Zango na 3
Jigo na 5
Kasuwa
Manufar Malamai
•
•
•
•
Mako na 1-4
Manufar Ɗalibai
A ƙarshen mako na 1-4 , ana son
malamai su :
Mako na 1: ‘F’ ‘f’ ‘A’ ‘a’
Mako na 2: ‘Ɗ’ ‘ɗ’ ‘A’ ‘a’
Mako na 3: ‘J’ ‘j’ ‘E’ ‘e’
Mako na 4: ‘Z’ ‘z’ ‘O’ ‘o’
San yi wa ɗalibai tambayo uku waɗanda
suka ƙunshi tambaya wadda amsar ta
ke cikin labarin da tambaya mai harshen
damo da kuma tambayar jin ra’ayi
Shawara a kan
Gwaji
su maimaita baƙaƙen ‘F’ ‘Ɗ’ ‘J’ ‘Z’ da
wasullan ‘A’ ‘E’ ‘O’, sannan su binciki
karatunsu a:
dace
Malamai su taimaka wa ɗalibai su duba irin
gudummawar da suke bayarwa a gida sakamakon
cinikin amfanin gona a garuruwansu.
A ƙarshen mako na 1-4 , ana son ɗalibai su iya:
haruffan:
•
•
•
•
A wannan sashe, an gabatar da abubuwan da suka
shafi muhimmancin saye da sayarwa a kasuwa.
106
•
•
•
•
Mako na 1: ‘F’ ‘f’ ‘A’ ‘a’
Mako na 2: ‘Ɗ’ ‘ɗ’ ‘A’ ‘a’
Mako na 3: ‘J’ ‘j’ ‘E’ ‘e’
Mako na 4: ‘Z’ ‘z’ ‘O’ ‘o’
ƙwarewa.
Zango na 3
Jigo na 6
Aji
Manufar Malamai
•
•
•
•
Mako na 5-9
Manufar Ɗalibai
su
haruffan:
•
•
•
•
•
Mako na 5: ‘Ƙ’ ‘ƙ’ ‘U’
‘u’
Mako na 6: ‘Ƙw’ ‘ƙw’
‘Ai’ ‘ai’
Mako na 7: ‘Kw’ ‘kw’
‘Ai’ ‘ai’
Mako na 8: ‘Gw’ ‘gw’
‘Au’ ‘au’
Mako na 9: ‘Ɓ’ ‘ɓ’ ‘A’ ‘a’
A wannan sashe, ɗalibai za su duba hanyoyi daban
daban na kai da kawo zuwa kasuwa.
Malamai su taimakawa ɗalibai danganta yanayin
gidansu Nana – Nana na zama da kakanninta yayin da
Abba ke zaune da iyayensu – menene ra’ayinsu a kan
hakan.
•
•
•
•
•
Mako na 5: ‘Ƙ’ ‘ƙ’ ‘U’ ‘u’
Mako na 6: ‘Ƙw’ ‘ƙw’ ‘Ai’ ‘ai’
Mako na 7: ‘Kw’ ‘kw’ ‘Ai’ ‘ai’
Mako na 8: ‘Gw’ ‘gw’ ‘Au’ ‘au’
Mako na 9: ‘Ɓ’ ‘ɓ’ ‘A’ ‘a’
labarin da tambaya mai harshen damo
da kuma tambayar jin ra’ayi
Shawara a kan
Gwaji
maimaita baƙaƙen ‘Ƙ’ ‘Ƙw ‘Kw’ ‘Gw’ ‘Ɓ’
da wasulan ‘U’ ‘Ai’ ‘Au’ ‘A’, sannan su
binciki fahimtar ɗalibai ta hanyar rubuta
ƙwazon karatunsu a:
1. Gaɓoɓi da kalmomi ƙunshe da
2. Jimlolin da ke cikin labari da
dace
107
ƙwarewa.
Kafin Darasi
Waƙa Minti-3
1. Rubuta waƙar a kan allo.
Waƙar Motsa jiki
Yara mu tafa, muna ta tafawa
Mu tashi, muna ta tasawa
Mu juya, muna ta juyawa
Mu duƙa, muna ta duƙawa
Mu zauna, muna ta zaunawa.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [fara]. Idan akwai
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [fari,
fartanya, fatimatu].
108
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gabata [Sh, I]. Yi ta aikin bambanta
Malami/Malama.
sabon harafi [F, f].
harafin [F], sautinsa /f/.”
da Littafin Karatun Ɗalibai
6. Koya wa ɗalibai furta sautin [F]
“[F] na da sautin /f/ kamar a cikin
kalmar fere.” Ka/ki ɗaga yatsa ɗaya
kana/kina mai kwatanta fere fensiri
109
kana/kina furta sautin ‘f’ ‘f’ ‘fere’.
‘ah!’ ‘ah!’
takwas (7-8).
haruffan [F, A], da sautukansu, ko
da haruffan. Ka/ki nemi ɗalibai su
faɗi sunayen haruffan.
Zango Na: 3
Mako Na: 1
Gano Gaɓar Kalma
Darasi Na 1 da Na 2
Karatun Ɗalibai.
[fa].
hankali.
kalma [ra, da].
1. Rubuta wannan kalmar [fara] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Minti-6
[dafa, fadama].
110
Zango Na: 3
Karatun Jimla
Mako Na: 1
Darasi Na 1 da Na 2
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [Sun
haɗu da fadawa].
Minti-5
cikin littafinsu.
a cikin jimlar [haɗu].
hotunan ke nunawa.
4.Umurci ɗalibai daban-daban su
yayin karantawa.
Ana sayar da fara a kasuwa.
Aimina ta sayi fara.
Nana na dafa shinkafa.
Za su kai wa kaka.
Sun haɗu da fadawa.
Karatun Ɗalibai.
Karatun Ɗalibai.
Ɗalibai.
111
Zango Na: 3
Mako Na: 1
karanta labarin. Sai ka/ki ce musu
su ɗaga babban yatsa a duk
lokacin da suka ji an faɗi sabbin
kalmomin.
Karatu a Bayyane.
karanta a yau.
ɗalibai.
su fahimta [gangara, rafi]. Faɗi
ko kuma hotuna.
hasashensu.
karanta musu daga cikin littafin
Karatu a Bayyane.
Rubuta Haruffa
Minti-5
[Ff, Aa].
haruffan da ke cikin littafinsu, yayin da kai/ke
ma kake/kike tisawa a kan allo.
yatsa.
littattafansu.
Minti-5
112
Zango Na: 3
Mako Na: 1
Darasi Na 1 da Na 2
Aikin Gida
da littafin karatunsu gida, don
su karanta darasin yau tare da
iyayensu ko ‘yan’uwa ko abokai.
littafinsu.
ɗaliban.
Reshen Darasi:Tsarin Haruffan Harshe.
Aiki:
Ginin Gaɓoɓi.
Manufa:
Jaddada iya amfani da sauti.
Tsari:
Yi amfani da gaɓoɓin kalmar da aka koyar a cikin darasi (misali: ka, na). A
rubuta su a jikin allo. Nemi ɗalibai su ƙirƙiro sabbin gaɓoɓi, ta hanyar canza
haruffan farko (mislai: ta, ma).
Shawara
Yi amfani da duk damar
da ka samu wajen ganin
ɗalibai sun nuna iyawarsu
ta hanyar sa su su rubuta
haruffa ko kalmomin da
aka koyar da su.
Waiwaye
Karatu A Bayyane. Kalmomin da za’a
koyar su ne [nutse, lura].

Waɗanne abubuwa ka/kike yi don ƙawata aji da
rubuce-rubuce?

Me ya kamata ka/ki umurci ɗalibai su zo da su don
ƙawata aji?

Bayan waiwaye wace hanya za ka/ki mayar da ajin ka/ki
abin sha’awa?
113
Zango Na: 3
Mako Na: 2
Darasi Na 3 da Na 4
Waƙa Kafin Darasi
Minti-3
Waƙar gaisuwa
Mamata ina kwana
Gaisuwa ce da safe
Ina wuni Babana
Gaisuwa ce da rana
Mamata sai da safe
Gaisuwa ce da dare.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [ɗa]. Idan akwai
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [ɗaya,
ƙafaɗa, mashinfiɗi].
114
Zango Na: 3
Mako Na: 2
Darasi Na 3 da Na 4
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gabata [F, A]. Yi ta aikin bambanta
Minti-6
ɗanɗana miya kana/kina furta
sautin ‘ɗ’ ‘ɗ’ ‘ɗanɗano’.
Malami/Malama.
sabon harafi [Ɗ, ɗ].
harafin [Ɗ], sautinsa /ɗ/.”
‘ah!’ ‘ah!’
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Ɗ]
“[Ɗ] na da sautin /ɗ/ kamar a cikin
kalmar ɗanɗano.” Ka/ki kwatanta
haruffan [Ɗ, A], da sautukansu, ko
da haruffan.
115
Zango Na: 3
Mako Na: 2
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ɗa].
hankali.
kalma [ɗi, gir].
1. Rubuta wannan kalmar [ɗari] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Darasi Na 3 da Na 4
[faɗi, kafaɗa].
116
Zango Na: 3
Karatun Jimla
Mako Na: 2
Darasi Na 3 da Na 4
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [Abba
ya ɗauki dawa a kafaɗarsa].
Minti-5
cikin littafinsu.
a cikin jimlar [ɗauki].
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Lokacin ɗari dawa kan nuna.
Lokacin girbi ya yi.
Kaka da Abba suna gona.
Kaka da Abba suna girbin dawa.
Abba ya ɗauki dawa a kafaɗarsa.
6. Maimaita karanta labarin ta hanyar
Karatun Ɗalibai.
117
Zango Na: 3
Mako Na: 2
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
su fahimta [gwada, daji]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu a Bayyane.
Rubuta Haruffa
Minti-5
[Ɗɗ, Aa].
yatsa.
littattafansu.
Minti-5
118
Zango Na: 3
Mako Na: 2
Darasi Na 3 da Na 4
Aikin Gida
littafinsu.
ɗaliban.
Reshen Darasi: Tsarin Haruffan Harshe.
Aiki:
GininKalmomi.
Manufa:
Jaddada sanin haruffa a rubutu.
Tsari:
Ƙarfafa gwiwar ɗalibai wajen bin bahasin ɗaiɗaikun haruffa da kalmomin da aka gabatar musu a cikin darasi.
Shawara
Katin ‘I’ ko ‘A’a’ - Yanki ’yan
takardu ko kwalaye. Sai a
rubuta ‘I’ a gaba, sannan
‘A’a’ a baya. Nemi ɗalibai
su ɗaga katin wajen ba da
amsar tambaya.
Waiwaye
koyar su ne [kunya, haƙuri]

Me ka/kika fahimci na faruwa da ɗalibai a lokacin karatun
labari a bayyane?

Me ya kamata ka yi don inganta karatun labari a bayyane?

Bayan waiwaye me ya kamata ka yi don inganta koyar da
karatun labari a bayyane?
119
Zango Na: 3
Mako Na: 3
Darasi Na 5 da Na 6
Waƙa Kafin Darasi
Minti-3
Waƙar Haruffa
a, b, c, d, e, f, g, h!
i, j, k, l, m, n, o, r!
s, t, u, w, y, z!
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [jera]. Idan akwai
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [jaki,
gajere, gajiyayyu].
120
Zango Na: 3
Mako Na: 3
Darasi Na 5 da Na 6
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=DLMHNDVXZDGDGDZD
-DNL\DELWDGDMLDJXMH
.DND\DQDELQMDNLDED\D
gabata [Ɗ, A]. Yi ta aikin bambanta
Minti-6
kalmar ji.” Ka/ki riƙe kunne kana/
kina furta sautin ‘j’ ‘j’ ‘ji’.
Malami/Malama.
sabon harafi [J j].
harafin [J], sautinsa /j/.”
biyar (2-5) da ɗaya harafin [E, e]
10. Koya wa ɗalibai furta sautin [E] ta
da furta sautin harafin. “ [E] na da
sautin /e/ kamar a cikin kalmar eeh.”
Ka/ki riƙa sunkuyar da kai sama da
ƙasa alamar aminicewa kana/kina
furta sautin ‘e’ ‘e’ ‘eeh’.
da Littafin Karatun Ɗalibai
takwas (7-8).
6. Koya wa ɗalibai furta sautin [J]
“[J] na da sautin /j/ kamar a cikin
haruffan [J, E], da sautukansu, ko
da haruffan.
121
Zango Na: 3
Mako Na: 3
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[je].
hankali.
kalma [ji, ja].
1. Rubuta wannan kalmar [daji] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Darasi Na 5 da Na 6
[je, kujera].
122
Zango Na: 3
Karatun Jimla
Mako Na: 3
Darasi Na 5 da Na 6
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [Zai je
kasuwa da dawa].
Minti-5
cikin littafinsu.
a cikin jimlar [zai].
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Ga Kaka da jakinsa.
Ya jera dawa a bayan jaki.
Zai je kasuwa da dawa.
Jaki ya bi ta daji a guje.
Kaka yana bin jaki a baya.
7. Karanta jumlar tare da ɗalibai.
Karatun Ɗalibai.
123
Zango Na: 3
Mako Na: 3
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
su fahimta [ƙirga, tunani]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu a Bayyane.
Rubuta Haruffa
Minti-5
[Jj, Ee].
yatsa.
littattafansu.
Minti-5
124
Zango Na: 3
Mako Na: 3
Darasi Na 5 da Na 6
Aikin Gida
littafinsu.
ɗaliban.
Reshen Darasi: Iya Karatu.
Aiki:
Maimaita Karatu.
Manufa:
Haɓaka ƙwarewar ɗalibai ta hanyar yawan ganin kalmomi da kuma aiki da su.
Tsari:
Faɗa wa ɗalibai cewa, suna karanta labarin ne don su ƙara ƙwarewa wajen
iya karatu, da sanin kalmomi, da muhallinsu, da kuma karanta kalma ba da
tangarɗa ba.
Shawara
Ana son malamai su
mammanna hotuna ko
kalmomi, ko tsarin baƙaƙe,
ko wata waƙa, ko kuma
aikin ɗalibai a wurare
daban-daban a cikin aji.
Waiwaye
koyar su ne [lura, hira].
kwana cikin labarin da ke shafi na
[40] a cikin Littafin Karatu A Bayyane.

Me ya sa ka/kike ganin ɗalibanka/ki sun taka rawar gani
a wannan darasin?

Ko ka/kikan yaba wa ɗalibanka/ki lokacin da suka taka
rawar gani? Ta wace hanya?

Bayan waiwaye me ka/kike ganin za ka iya yi don ƙara
yaba wa ɗalibanka?
125
Zango Na: 3
Mako Na: 4
Darasi Na 7 da Na 8
Waƙa Kafin Darasi
Minti-3
Waƙar Gaɓar Kalma
A, i, o, u, e!
A, i, o, u, e!
Ba bi, bo, bu, be!
Ba, bi, bo, bu, be!
Ca, ci, co, cu, ce!
Ca, ci, co, cu, ce!
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [zo]. Idan akwai
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [zane,
zakara, zabarmawa].
126
Zango Na: 3
Mako Na: 4
Darasi Na 7 da Na 8
=]2R
]R]DQH
=RPR=DQH=DNDUD
$JLGDQ.DNDDNZDL
GDEEREL
.DUDWXQODEDUL
=]=]
2R2R2
=R2]R
$JLGDQ.DNDDNZDLGDEEREL
1DQDQDGD]RPRGD]DNDUD
=RPRQDWRQRDJLQGLQELVKL\D
=DNDUDQDFLQGDZD
1DQDWDNRUL]DNDUDGDJXGX
gabata [J, E]. Yi ta aikin bambanta
Minti-6
Malami/Malama.
sabon harafi [Z z].
biyar (2-5) da ɗaya harafin [O o].
harafin [Z], sautinsa /z/.”
10. Koya wa ɗalibai furta sautin [O] ta
da furta sautin harafin. “ [O] na da
sautin /o/ kamar a cikin kalmar
oho.” Ka/ki riƙa buɗe hannayenka/ki
kana/kina ɗaga kafaɗa nuna alamar
rashin damuwa kana/kina furta
sautin ‘o’ ‘o’ ‘oho’.
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Z]
“[Z] na da sautin /z/ kamar a cikin
kalmar zane.” Ka/ki kwatanta yin
zane. kana/kina furta sautin ‘z’ ‘z’
‘zane’.
haruffan [Z, O], da sautukansu, ko
da haruffan.
127
Zango Na: 3
Mako Na: 4
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[zo].
hankali.
kalma [za, ne].
1. Rubuta wannan kalmar [zomo]
a kan allo.
Minti-5
Ɗalibai.
hankali.
da rukunin ɗalibai daban-daban
dama, cikin sauri.
Darasi Na 7 da Na 8
[zane, zakara].
128
Zango Na: 3
Karatun Jimla
Mako Na: 4
Darasi Na 7 da Na 8
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [A gidan
Kaka akwai dabbobi].
Minti-5
cikin littafinsu.
a cikin jimlar [akwai].
hotunan ke nunawa.
yayin karantawa
Karatun Ɗalibai.
A gidan Kaka akwai dabbobi.
Nana na da zomo da zakara.
Zomo na tono a gindin bishiya.
Zakara na cin dawa.
Nana ta kori zakara da gudu.
Karatun Ɗalibai.
129
Zango Na: 3
Mako Na: 4
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
su fahimta [ƙanwa, lambu]. Faɗi
ko kuma hotuna.
hasashensu.
Karatu a Bayyane.
Rubuta Haruffa
Minti-5
[Zz, Oo].
yatsa.
littattafansu.
Minti-5
130
Zango Na: 3
Mako Na: 4
Darasi Na 7 da Na 8
Aikin Gida
littafinsu.
ɗaliban.
Aiki:
Maimaita Karatu.
Manufa:
Haɓaka ƙwarewar ɗalibai ta hanyar yawan ganin kalmomi da kuma aiki da su.
Tsari:
Sa ɗalibai su maimata karatu sau da dama, sannan a auna fahimtarsu.
Shawara
Nemi ɗalibai su gwada
rubuta kalmomin da
suka ga an mammanna a
cikin aji, bayan sun gama
ayyukan da aka sa su sa.
koyar su ne [hira, wasa].

Waiwaye
Me ya fi faranta maka/miki rai a wannan darasin na yau?
Wane ɓangare ne na darasin yau bai yi maka/miki daɗi
ba?

Bayan waiwaye waɗanne ɓangarori ne ka/kika samu
nasara a kan su cikin waɗanda ka/kika taɓa samun
matsala da su?
131
Zango Na: 3
Mako Na: 5
Waƙa Kafin Darasi
Minti-3
Waƙar Ƙirge
ɗaya mafarin ƙirge
Biyu idanun dabba
Uku duwatsun murhu
Biyar na yatsun hannu
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [ƙura]. Idan akwai
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [ƙurji,
ƙuruciya, baƙunci].
132
Zango Na: 3
Mako Na: 5
Ǔ ǎ 8X
ǎXJXUD
ǎXUDWXǎDǎXVD
0RWDU%DEDWD\L
֜XUDVRVDL
.DUDWXQODEDUL
ǓǎǓǎǓ
8X8X8
ǓXǎ8ǓX
%DEDGDPDPDDPRWD
6XQDGDZRZDGDJDNDVXZD
%DED\DQDWXǎDPRWD
0RWDU%DEDWD\LǎXUDVRVDL
ǓXVDWDIDVDWD\DUPRWDU%DED
gabata [Z, O]. Yi ta aikin bambanta
sabon harafi [Ƙ ƙ].
Minti-6
kwatanta yin ƙirge kana/kina furta
sautin ‘ƙ’ ‘ƙ’ ‘ƙirge’.
Malami/Malama.
harafin [Ƙ], sautinsa /ƙ/.”
biyar (2-5) da ɗaya harafin [U, u].
5. Maimaita mataki na huɗu (4) da
wasu rukunan ɗalibai dabandaban.
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Ƙ]
“[Ƙ] na da sautin /ƙ/ kamar a
cikin kalmar ƙirge.” Ka/ki ɗaga
hannunka/ki sama kana/kina
haruffan [Ƙ, U], da sautukansu, ko
da haruffan.
133
Zango Na: 3
Mako Na: 5
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ƙu].
hankali.
kalma [gu, ra].
1. Rubuta wannan kalmar [ƙura] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[tuƙa, ƙusa].
134
Zango Na: 3
Karatun Jimla
Mako Na: 5
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [motar
Baba ta yi ƙura sosai].
Minti-5
cikin littafinsu.
a cikin jimlar [sosai].
hotunan ke nunawa.
yayin karantawa.
Karatun Ɗalibai.
Baba da mama a mota.
Suna dawowa daga kasuwa.
Baba yana tuƙa mota.
Motar Baba ta yi ƙura sosai.
ƙusa ta fasa tayar motar Baba.
yatsa a ƙasan kowace kalma
Karatun Ɗalibai.
135
Zango Na: 3
Mako Na: 5
Minti-5
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
su fahimta [ƙiba, attarugu]. Faɗi
ko kuma hotuna.
hasashensu.
Karatun a Bayyane.
Rubuta Haruffa
Minti-5
[Ƙƙ, Uu].
yatsa.
littattafansu.
136
Zango Na: 3
Mako Na: 5
Aikin Gida
littafinsu.
ɗaliban.
Aiki:
Karatun Tare.
Manufa:
Yi amfani da maimaita karatu ta hanyar haɗa ɗalibai su yi karatu tare, don ba
su ƙwarin gwiwa.
Tsari:
Haɗa ɗalibai, sannan ka tsamo labarin da za su yi aiki a kai.
Shawara
Samar da babbar takarda
da ke ɗauke da baƙin
kalmomi da ɗalibai za su ci
karo da su a littattafansu.
koyar su ne [bayani, tsumbure].
Waiwaye

Wane cigaba kake/kike ganin ɗaliban ka/ki suke samu a
cikin darussan ka/ki?

Ko akwai ɓangarorin darussanka/ki da ba ka/ki ji daɗin
fahimtar ɗaliban ka/ki a kan su ba?

Bayan waiwaye waɗanne ɓangarori ne ɗalibanka/ki
suka fi samun nasara a wannan shekara?
137
Zango Na: 3
Mako Na: 6
Waƙa Kafin Darasi
Minti-3
1. Rubuta wannan waƙar a kan allo.
Waƙar Haruffa
a, b, c, d, e, f, g, h!
i, j, k, l, m, n, o, r!
s, t, u, w, y, z!
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [ƙwai]. Idan akwai
kowace gaɓa.
kai/ke.
[ƙwarewa, ƙwarai, maƙwabtaka].
138
Zango Na: 3
Mako Na: 6
ǓZǎZ$LDL
ǎZDLǎZDDL
ǎZDLǎZDU\DǎZDUDL
.DNDWDˆDXNL
֜ZDLD֜ZDU\D
.DUDWXQODEDUL
1DQDQDWDUDǎZDLDǎZDU\D
.DNDGDPDǎZDEWDQWD]DVXNDVXZD
.DNDWDŚDXNLǎZDLDǎZDU\D
0DǎZDEFL\DUWDWDŚDXNRǎZDǎZDǎZD
ǓZDU\DU.DNDWDQDGDN\DXǎZDUDL
ǓZǎZǓZǎZ
$L DL$LDL$L
ǓZ֜Z$LDL
hammata kana/kina karkaɗawa
kana/kina furta sautin ‘ƙw’ ‘ƙw’
‘ƙwaƙwaƙwa’.
gabata [Ƙ, U]. Yi ta aikin bambanta
Malami/Malama.
sabon harafi [Ƙw, ƙw].
harafin [Ƙw], sautisa /ƙw/.”
biyar (2-5) da ɗaya harafin [Ai, ai].
10. Koya wa ɗalibai furta sautin [Ai] ta
da furta sautin harafin. “ [Ai] na da
sautin /ai/ kamar a cikin kalmar aiki.”
Ka/ki kwatanta yin wani aiki kana/
kina furta sautin ‘ai’ ‘ai’ ‘aiki’.
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Ƙw]
“[Ƙw] na da sautin /ƙw/ kamar
a cikin kalmar ƙwaƙwa.” Ka/
ki lanƙwasa hannunka/ki zuwa
haruffan [Ƙw, Ai], da sautukansu, ko
da haruffan.
139
Zango Na: 3
Mako Na: 6
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ƙwai].
hankali.
kalma [ƙwa, ai].
1. Rubuta wannan kalmar [ƙwai] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[ƙwarya, ƙwarai].
140
Zango Na: 3
Mako Na: 6
Karatun Jimla
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [Kaka ta
ɗauki ƙwai a ƙwarya].
Minti-5
cikin littafinsu.
a cikin jimlar [ɗauki].
hotunan ke nunawa.
yayin karantawa
Karatun Ɗalibai.
Nana na tara ƙwai a ƙwarya.
Kaka da maƙwabtanta za su
kasuwa.
Kaka ta ɗauki ƙwai a ƙwarya.
Maƙwabciyarta ta ɗauko
ƙwaƙwaƙwa.
ƙwaryar Kaka tana da kyau ƙwarai.
Karatun Ɗalibai.
tare da rukunin ɗalibai dabandaban
141
Zango Na: 3
Mako Na: 6
Minti-5
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
kalmomi ta hanyar da ɗalibai
za su fahimta [gane, hali]. Faɗi
ko kuma hotuna.
hasashensu.
Karatun a Bayyane.
Rubuta Haruffa
Minti-5
[Ƙw ƙw, AI ai].
yatsa.
littattafansu.
142
Zango Na: 3
Mako Na: 6
Aikin Gida
littafinsu.
ɗaliban.
Aiki:
Karatun Tare.
Manufa:
Yi amfani da maimaita karatu ta hanyar haɗa ɗalibai su yi karatu tare, don ba
su ƙwarin gwiwa.
Tsari: Nemi ɗalibi ɗaya ya karanta labarin sau uku, shi kuma ɗaya ɗalibin ya yi bayani
a kan abu guda da aka karanta sosai, da kuma abu ɗaya wanda za a gyara a
gaba.
Shawara
Manna sabuwar kalma
a kowace rana, kuma a
nemi ɗalibai su gano/faɗi
ma’anar kalmar.
koyar su ne [attajiri, kuka].

Waiwaye
Waɗanne irin abubuwa ne ka/kika samu gudumawa a kan su
daga jami’an taimaka wa malamai a wannan shekara?
Waɗanne ɓangarorin darasi ne shugaban makaranta ya
taimaka maka/ki a kan su a wannan shekara?

Bayan waiwaye me ka inganta daga cikin taimakon horon
da ka samu daga jami’an taimaka wa malamai da kuma
shugaban makaranta?
143
Zango Na: 3
Mako Na: 7
Waƙa Kafin Darasi
Minti-3
1. Rera waƙar don ɗalibai su ji, tare
da kwaikwayon abin da waƙar
ke faɗa, don taimaka wa ɗalibai
sanin ma’anar kalmomin da ke
cikin waƙar.
1. Rubuta wannan waƙar a kan allo.
Waƙar Ƙirge
Ɗaya mafarin ƙirge
Biyu idanun dabba
Uku duwatsun murhu
4. Ka/ki ce wa ɗalibai su rera waƙar
suna kwaikwayon abin da
waƙar ke faɗa.
5.Nemi ɗalibi/ɗaliba ɗaya ko fiye
don rera waƙar tare da nuna
kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [akwai]. Idan
littafinsu.
kowace gaɓa.
kalmar da yatsun hannu
kai/ke.
[kwaikwayo, bakwai, ƙwabbai].
144
Zango Na: 3
Mako Na: 7
.ZNZ$LDL
NZDLNZD\R
NZDNZDNZDLNZD\R
DNZDL
1DQDQDNZDLNZD\RQ
NZDOOL\DU0DPD
.DUDWXQODEDUL
1DQDWDMHJDULQ5LQJLPL
0DPDQDNZDOOL\DDFLNLQŚDNL
1DQDQDNZDLNZD\RQNZDOOL\DU0DPD
6XQ\LNZDOOL\D]DVXMHNDVXZD
=DVXVD\RNDMLJXGDEDNZDL
6XQJDNZDQRFLNHGDNZDNZD
.ZNZ.ZNZ
$L DL$L DL
$L .ZNZDL
kwatanta yin kwalliya kana/kina
furta sautin ‘kw’ ‘kw’ ‘kwalliya’.
1. A tuna wa ɗalibai haruffan da
suka gabata [Ƙw, Ai]. Yi ta aikin
bambanta sunayen haruffan da
sautukansu, ko kuma motsin jikin
da aka danganta da haruffan.
Malami/Malama.
sabon harafi [Kw, kw].
harafin [Kw], sautinsa /kw/.”
biyar (2-5) da ɗaya harafin [Ai, ai].
10. Koya wa ɗalibai furta sautin [Ai] ta
da furta sautin harafin. “ [Ai] na da
sautin /ai/ kamar a cikin kalmar aiki.”
Ka/ki kwatanta yin wani aiki kana/
kina furta sautin ‘ai’ ‘ai’ ‘aiki’.
takwas (7-8).
6. Koya wa ɗalibai furta sautin [kw]
“[Kw] na da sautin /kw/ kamar
a cikin kalmar kwalliya.” Ka/ki
haruffan [Kw, Ai], da sautukansu, ko
da haruffan.
145
Zango Na: 3
Mako Na: 7
Gano Gaɓar Kalma
Karatun Ɗalibai.
[kwai].
hankali.
kalma [kwa, yo].
[kwakwa] a kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
Minti-6
[kwaikwayo, akwai].
146
Zango Na: 3
Mako Na: 7
Karatun Jimla
Karatun Labari
Minti-3
na kwaikwayon kwalliyar
Mama]
Minti-5
cikin littafinsu.
yayin karantawa
hotunan ke nunawa.
Karatun Ɗalibai.
bayanin ta su fahimta.
Karatun Ɗalibai.
Nana ta je garin Ringimi.
Mama na kwalliya a cikin ɗaki.
Nana na kwaikwayon kwalliyar
Mama.
Sun yi kwalliya za su je kasuwa.
Za su sayo kaji guda bakwai.
Sun ga kwano cike da kwakwa.
147
Zango Na: 3
Mako Na: 7
Minti-5
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
su fahimta [makirci, rarraba].
hasashensu.
Karatun a Bayyane.
Rubuta Haruffa
Minti-5
[Kw kw, AI ai].
kike tisawa a kan allo
yatsa.
littattafansu.
148
Zango Na: 3
Mako Na: 7
Aikin Gida
littafinsu.
ɗaliban.
Aiki:
Manufa:
Ba ɗalibai dama su faɗa wa abokansu sabbin kalmomin da suka koya a wajen
makaranta.
Tsari:
Keɓe ‘yan mintina a mako domin samun jin bayanin yadda ɗalibai suka tsinci
kalma, da kuma ma’anarta. Nemi ɗalibai su fito su rubuta kalmominsu a jikin
allo.
Shawara
Manna wannan tsarin ba da
labarai, wanda zai taimaka
wa ɗalibai wajen gina labari,
kamar haka:
koyar su ne [rani, shanuwa].
Taken Labari
Farkon Labari
Tsakiyar Labari
Waiwaye
Ƙarshen Labari

A farkon shekaran nan waɗanne matsaloli ne ka/kika
samu wajen tsarin darasin ka/ki?

Me kake/kike ganin ya sa kake/kike cigaba da samun
waɗannan matsaloli?

Bayan waiwaye waɗanne shawarwari ne za ka/ki iya ba
malamai a wajen taron malamai?
149
Zango Na: 3
Mako Na: 8
Waƙa Kafin Darasi
Minti-3
Waƙar Gaɓar Kalma
A, i, o, u, e!
A, i, o, u, e!
Ba bi, bo, bu, be!
Ba, bi, bo, bu, be!
Ca, ci, co, cu, ce!
Ca, ci, co, cu, ce!
3.
Sake rera waƙar tare da
ɗalibai.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [gwauro]. Idan
littafinsu.
kowace gaɓa.
kai/ke.
[gwaza, gwaiba, gwauruwa].
150
Zango Na: 3
Mako Na: 8
*ZJZ$XDX
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gwalo kana/kina furta sautin ‘gw’
‘gw’ ‘gwalo’.
suka gabata [Kw, Ai]. Yi ta aikin
Malami/Malama.
sabon harafi [Gw gw].
harafin [Gw], sautinsa /gw/.”
biyar (2-5) da ɗaya harafin [Au au].
10. Koya wa ɗalibai furta sautin [Au] ta
da furta sautin harafin. “ [Au] na da
sautin /au/ kamar a cikin kalmar
auna.” Ka/ki kwatanta auna hatsi
kana/kina furta sautin ‘au’ ‘au’ ‘auna’.
takwas (7-8).
6. Koya wa ɗalibai furta sautin [Gw]
“[Gw] na da sautin /gw/ kamar a
cikin kalmar gwalo.” Ka/ki riƙa yin
haruffan [Gw, Au], da sautukansu,
151
Zango Na: 3
Mako Na: 8
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[gwau].
hankali.
kalma [gwai, za].
[gwauro] a kan allo.
Minti-5
Ɗalibai.
hankali.
da rukunin ɗalibai daban-dabann.
dama, cikin sauri.
[gwaza, gwaiba].
152
Zango Na: 3
Mako Na: 8
Karatun Jimla
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo [Ya
haɗu da gwauro a hanya].
Minti-5
cikin littafinsu.
yayin karantawa
hotunan ke nunawa.
Karatun Ɗalibai.
Karatun Ɗalibai.
Kaka da jakinsa zai je kasuwa.
Yana ɗauke da buhun gwaza.
Ya haɗu da gwauro a hanya.
Kaka ya dawo daga kasuwa.
Ya sayo wa Nana kwandon
gwaiba.
Ɗalibai.
153
Zango Na: 3
Mako Na: 8
Minti-5
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
su fahimta [tumu, damina]. Faɗi
ko kuma hotuna.
hasashensu.
Karatun Labarai a Bayyane.
Rubuta Haruffa
Minti-5
[GW gw, AU au].
yatsa.
littattafansu.
154
Zango Na: 3
Mako Na: 8
Aikin Gida
littafinsu.
ɗaliban.
Aiki:
Manufa:
Ba ɗalibai damar su faɗa wa abokansu sabbin kalmomin da suka koya a wajen
makaranta.
Tsari:
Samar da waje, ko allon manna sabbin kalmomi.
Matashiya A kan Darasi Na 2
Shawara
Ana son malamai su
mammanna hotuna da
sabbin kalmomi, ko tsarin
baƙaƙe, ko wata waƙa, ko
kuma aikin ɗalibai a wurare
daban-daban a cikin aji.
Waiwaye
koyar su ne [face, gudummawa].

A farkon wannan shiri waɗanne ɓangarori ne ka/kika
samu matsala da su a cikin darasin ka/ki?

Daga cikin waɗannan matsalolin da ka/kika rubuta a
sama, yanzu waɗanne ka/kika samu cigaba a kan su?

Bayan waiwaye wace shawara za ka/ki iya ba sabon
malami/ma a wannan shirin?
155
Zango Na: 3
Mako Na: 9
Waƙa Kafin Darasi
Minti-3
Waƙar Gaɓar Kalma
A, i, o, u, e!
A, i, o, u, e!
Ba bi, bo, bu, be!
Ba, bi, bo, bu, be!
Ca, ci, co, cu, ce!
Ca, ci, co, cu, ce!
3.
Sake rera waƙar tare da
ɗalibai.
da waƙar ke faɗa.
nuna kalmomin.
Amon Sautin Gaɓa
Minti 2
1. Furta wannan kalma [ɓalle]. Idan akwai
kowace gaɓa.
kai/ke.
huɗu (1-4) da sauran kalmomin [ɓera,
ɓangare, ɓanɓarowa].
156
Zango Na: 3
Mako Na: 9
ņł$D
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7DłDU\DU.DNDWDłDWD
1DQDGD$PLQDVXQÀWDQHPDQWDłDU\D
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kana/kina ɓare wani abu kana/kina
furta sautin ‘ɓ’ ‘ɓ’ ‘ɓare’.
suka gabata [Gw, Au]. Yi ta aikin
Malami/Malama.
sabon harafi [Ɓ ɓ].
8. Maimaita mataki na batkwai (7) tare
harafin [Ɓ], sautinsa /ɓ/.”
‘ah!’ ‘ah!’
11. Maimaita mataki na shida da na
bakwai (6-7).
6. Koya wa ɗalibai furta sautin [Ɓ]
“[Ɓ] na da sautin /ɓ/ kamar a cikin
kalmar ɓare.” Ka/ki riƙa yin kamar
haruffan [Ɓ, A], da sautukansu, ko
da haruffan.
157
Zango Na: 3
Mako Na: 9
Gano Gaɓar Kalma
Minti-6
Karatun Ɗalibai.
[ɓa].
hankali.
kalma [ɓul, ɓe].
1. Rubuta wannan kalmar [ɓata] a
kan allo.
Minti-5
Ɗalibai.
hankali.
dama, cikin sauri.
[ɓullowa, taɓarya].
158
Zango Na: 3
Mako Na: 9
Karatun Jimla
Karatun Labari
Minti-3
1. Rubuta jimlar a kan allo
[Taɓaryar Kaka ta ɓata ].
Minti-5
cikin littafinsu.
yayin karantawa
hotunan ke nunawa.
Karatun Ɗalibai.
Karatun Ɗalibai.
Taɓaryar Kaka ta ɓata
Nana da Amina sun fita neman
taɓarya.
Nana ta gano taɓarya a hanyar
kasuwa.
Amma taɓaryar ta ɓaci a gefe
ɗaya.
Kaka tayi murnar ganin
taɓaryarta.
159
Zango Na: 3
Mako Na: 9
Minti-5
kalmomin.
Karatu A Bayyane.
karanta a yau.
ɗalibai.
su fahimta [sharri, maƙoshi]. Faɗi
ko kuma hotuna.
hasashensu.
Karatun a Bayyane.
Rubuta Haruffa
Minti-5
[Ɓɓ, Aa].
yatsa.
littattafansu.
160
Zango Na: 3
Mako Na: 9
Aikin Gida
littafinsu.
ɗaliban.
Reshen Darasi:Tsarin Haruffan Harshe.
Aiki:
Ginin Kalmomi.
Manufa:
Jaddada iya amfani da sauti.
Tsari:
Yi amfani da gaɓoɓin kalmar da aka koyar cikin darasi (misali: ka, na). A rubuta
su a kan allo. Nemi ɗalibai su ƙirƙiro sabbin gaɓoɓi, ta hanyar canza baƙaƙen
farko (mislai: ta, ma).
Shawara
Ba su dama su furta
kalmomi, tare da jinsu a
cikin waƙa yana haɓaka
fahimtarsu ta sauraro da
gina kalmomi.
koyar su ne [gallaza, fatake].
Waiwaye

Na fahimci yawancin ɗalibai sun fi son:

Na fi jin daɗin koyar da waɗannan :

A kundin na ina iya koyar da waɗannan a sauran
darussana na yau:
161
Rataye
Kalmomin Aikin Koyar Da Karatu
Tsarin Haruffan
Hausa
Tsarin haruffan Hausa na nunin yadda jadawalin harruffan Hausa suke
tare da yadda ake haɗa su don tayar da gabar kalma, waɗanda da su
ne ake tayar da kalma. Daga ƙarshe a haɗa kalmomin don tada jimla
Gwaji
Gwaji hanya ce ta lura da kuma auna fahimtar ɗalibai.
Fahimta
Fahimta ita ce fitar da ma’ana daga abin da aka rubuta ko aka koyar.
Bayani dalla-dalla
Hanya ce ta koyarwa, inda ake fitar da abin da batu ya ƙunsa dalladalla don ƙarin fahimta.
Iya Karatu
Iya karatu na nufin karanta rubutu da sauri tare da furta kalmomi
daidai.
Tsarin Darasi
Hanyar gabatar da darasi da ke ƙunshe da manufar aiki da kuma
lokacin kammala shi.
Fahimtar Ƙwayoyin
Sauti
Fahimtar ƙwayoyin sauti na nufin ƙwarewa wajen saurare, da
rarrabewa da kuma sarrafa ɗaiɗaikun sautuka a cikin magana.
Sanannun Kalmomi
Kalmomi ne sanannu da suka bijiro sakamakon gabatar da wani sabon
darasi.
Tsarin Koyarwa
Darasin da aka gina a kan aikin da ya gabata, mai fitacciyar manufar
koyar da wani aiki ga ɗalibai.
Baƙin kalmomi
Kalmomi su ne kalmomin da dole ɗalibai su san su kafin su fahimci
abin da su ka gani a rubuce ko su ka ji a labari.
Matakan Bunƙasa Koyon Karatu
Rarrafe
Tashi
Tattakawa
Faɗi-tashi
Tafiya
Sassarfa
Mataki
Ɗan Koyo
Rarrafe
Yaro yana jin harshen uwa, amma sai da hotuna yake iya
ganewa; zai nuna kamar ya iya karatu; yana jin tushen
kalmomi.
162
Harafi
Motsi
Bayanin Motsi
N
Noma
A
Ah!
K
Kama
M
Moow
S
Saƙa
T
Tafi
I
Ido
R
Rawa
D
Daka
Ts
Tsalle
B
Boom
W
Wanka
G
Y
Gudu
Yanka
L
Leƙa
U
Ungo
C
Ci
H
Sh
Hamma
Shiru
F
Fere
Ɗ
Ɗanɗano
Malami/Malama ya/ta nuna yadda ake noma da fartanya, yana/tana
furta sautin ‘n’ ‘n’ ‘noma’
Malami/Malama ya/ta ɗaga hannunsa/ta sama cikin mamaki yana/
tana furta sautin ah! ah!
Malami/Malama ya/ta ɗaga hannunsa/ta na hagu, ya/ta kama na
dama, yana/tana furta sautin ‘k’ ‘k’ ‘kama’
Malami/Malama ya/ta rinƙa ɗagawa da miƙa wuyansa/ta gaba, yana/
tana kwaikwayon kukan saniya wajen furta sautin ‘m’ ‘m’ ‘mmmooow’
Malami/Malama zai/za ta yi kamar yana/tana saƙa da hannuwansa/ta,
yayin da yake/take furta sautin ‘s’ ‘s’ ‘saƙa’
Malami/Malama ya/ta dinga tafa hanuwansa/ta yana/tana furta sautin
‘t’ ‘t’ ‘tafi’
Malami/Malama ya/ta nuni idonsa/ta da yatsa, yana/tana furta sautin
‘I’ ‘I’ ‘Ido’
Malami/Malama ya/ta kwatanta yin rawa yana/tana furta sautin ‘r’ ‘r’
‘rawa’
Malami/Malama ya/ta rinƙa ɗaga hannuwansa/ta sama yana/tana sako
su kamar mai daka, yayin da yake/take furta sautin ‘d’ ‘d’ ‘daka’
Malami/Malama zai/za ta daka tsalle, kuma yana/tana furta sautin ‘ts’
‘ts’ ‘tsalle’
Malami/Malama ya/ta nuna kamar yana/tana saman babur yana/tana
murɗa hannun babur ɗin yana/tana furta sautin ‘b’ ‘b’ ‘boom- boom’
Malami/Malama ya/ta kwaikwayi cuɗar jiki, kuma yana/tana furta
sautin ‘w’ ‘w’ ‘wanka’
Malami ya rinƙa sassarfa a cikin aji yana furta sautin ‘g’ ‘g’ ‘gudu’
Malami/Malama ya/ta yi kamar yana/tana yanka da hannu ɗaya, kuma
yana/tana furta sautin ‘y’ ‘y’ ‘yanka’
Malami/Malama ya/ta yi kamar yana/tana leƙen wani abu, kuma yana/
tana furta sautin ‘l’ ‘l’ ‘leƙa’
Malami/Malama ya/ta miƙa hannunsa/ta zuwa wani ɗalibi/ɗaliba,
kamar zai/za ta ba shi/ta wani abu, yana/tana furta sautin ‘u’ ‘u’ ‘ungo’
Malami/Malama zai/za ta yi kamar yana/tana cin abinci da hannu,
kuma yana/tana furta sautin ‘c’ ‘c’ ‘ci’
Malami/Malama ya/ta yi hamma, yana/tana furta sautin ‘h’ h’ ‘hamma’
Malami/Malama ya/ta aza yatsansa/ta a kan bakinsa/ta yana/tana furta
sautin ‘sh’ ‘sh’ ‘shiru’
Malami/Malama ya/ta ɗaga yatsansa/ta ya/ta kwaikwayi fere fensiri,
kuma yana/tana furta sautin ‘f’ ‘f’ ‘fere’
Malami/Malama ya/ta kwaikwayi ɗanɗanar miya, yana/tana furta
sautin ‘ɗ’ ‘ɗ’ ‘ɗanɗano’.
163
Harafi
Motsi
Bayanin Motsi
J
Ji
E
Eeh!
Z
Zane
O
Oho!
Ƙ
Ƙirga
Ƙw
Ƙwaƙwaƙwa
Ai
Aiki
Kw
Kwalliya
Gw
Gwalo
Au
Auna
Ɓ
Ɓare
Malami/Malama ya/ta riƙe kunnensa/ta kamar yana/tana gargaɗi,
kuma yana/tana furta sautin ‘j’ ‘j’ ‘ji’
Malami/Malama ya/ta rinƙa ɗaga kai yana/tana noƙe shi don nuna
amincewa, kuma yana/tana furta sautin ‘e’ ‘e’ ‘eeh!’
Malami/Malama ya/ta yi kamar yana/tana zane, kuma yana/tana furta
sautin ‘z’ ‘z’ ‘zane’
Malami/Malama ya/ta buɗe hannayensa/ta, tare da ɗaga kafaɗunsa/ta,
yana/tana yin ko oho, kuma yana/tana furta sautin ‘o’, ‘o’, ‘oho’
Malami/Malama ya/ta nuna yana/tana ƙirga da yatsunsa/ta, kuma
yana/tana furta sautin ‘ƙ’ ‘ƙ’ ‘ƙirga’
Malami/Malama ya/ta kwaikwayi tafiyar agwagwa, yana/tana ɗaga
hannayensa/ta yana/tana sakinsu, kuma yana/tana furta sautin ‘ƙw’
‘ƙw’ ‘ƙwaƙwaƙwa’
Malami/Malama ya/ta yi kamar yana/tana wani aikin da ke son
natsuwa, kuma yana/tana furta sautin ‘ai’, ‘ai’, ‘aiki’
Malami/Malama ya/ta kwatanta shafa hoda, kuma yana/tana furta
sautin ‘kw’ ‘kw’ ‘kwalliya’
Malami/Malama ya/ta zuro harshensa/ta yana/tana gwalo, kuma yana/
tana furta sautin ‘gw’ ‘gw’ ‘gwalo’
Malami/Malama ya/ta kwatanta auna hatsi da hannunsa/ta, kuma
yana/tana furta sautin ‘au’, ‘au’, ‘auna’
Malami/Malama ya/ta yi kamar yana/tana ɓare wani abu, yana/tana
furta sautin ‘ɓ’ ‘ɓ’ ‘ɓare’.
172
Zango Na: 2
Mako Na: 5
184

Zango Na: 2 Mako Na: 1 Darasi Na 1 da Na 2

Transcription

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