Skip to Content

Helps & hints

Introduction to the Instructional Materials Resource
The Instructional Materials Resource (IMR) was conceived to be a collection of primer materials created as a resource for communities who want to develop a set of adult literacy primers in their own language. The first collection was developed and trialed in the Solomon Islands in the Pijin language (2008-2014). People from different Solomon's language communities also used the resouce collection and adapted some of the early primers into their own languages. The lesson framework in these primers is based on key convictions about literacy and learning and also employs many of the strategies that vernacular literacy workers have developed in the past. It assumes a socio-cultural model of literacy acquisition and aims to develop the learner's competence in the four roles (or sets of literacy practices) of the reader-writer from day one. This paper explains the thinking behind the primer framework and the other activities included in the primer. Since this paper was written, the primers have become known as Topic Primers or Story Primers because the texts used in them are based on topics chosen because of their importance to the community. To read more about these materials click on the underlined title above.
The Topic primer design
This paper explains the elements of the Topic (IMR) Primer design and gives some examples of activities that might be included in such primers. The Topic Primer was created collaboratively for use in Solomon Island villages to encourage the growth and development of literacy abilities and practices in local communities. We believe these materials can also be appropriately adapted to many other cultural settings. To read this paper, click on the underlined title above.
Developing your primer
The Instructional Materials Resource of Topic Primer collection was developed for use in the Solomon Islands. A consistent format was used throughout the early materials to ensure that attention is given to the all the roles of the reader-writer. These include learning the sounds of the language, learning to decode and encode texts, learning to think about texts and use texts in ways that are helpful for the learner. These different roles or practices are covered throughout the lessons in a balanced way. The lessons are also structured so that there is a good flow from one activity to another. 
We deliberately included a variety of relevant texts in the IMR or primer resource so that people could chose topics to suit the interests of the different groups they were teaching, to meet the needs of different communities and to provide a range of materials for adults to interact with in order to build their fluency. We generally choose 4 topics for one primer, but you can build your primers to suit your situation, combining topics that are appropriate. This paper, Developing your primer, takes you through the preparatory work that needs to be done before you start building primers in your language. To read this paper, click on the underlined title above.
Learning guide 1: Constructing a primer
This learning guide steps you through some key principles of topic primer construction and some of the preparatory tasks for making primers - doing a frequency count and a lesson sequence chart. To access this guide, click on the underlined title.
Learning guide 2: Designing lessons and lesson plans
This learning guide steps you through how the topic primer lesson is taught and how to construct one for your language. It assumes you have done Learning guide 1. It also covers designing primer lesson plans. To access this guide, click on the underlined title.
What to include in the literacy lesson
A two page explanation of the debate about what should be included in a literacy lesson and a proposed solution. To read this explanation, click on the underlined title.

page | by Dr. Radut