Participants are expected to engage in approximately 6 hours of learning over 2 weeks through self-paced online study combined with classroom practice. Teachers must actively participate in lesson activities, including watching instructional videos, completing short knowledge checks, and implementing strategies such as fluency routines, vocabulary instruction, and comprehension techniques in their own classrooms. They are required to collect and record oral reading fluency data for at least three learners, maintain a reflection journal based on classroom implementation, and demonstrate the use of at least one comprehension strategy. Teachers must also complete a vocabulary knowledge check with a minimum recommended score of 70 percent. The final requirement is the submission of a written Fluency and Comprehension Strategy Report, including classroom evidence, reflections, and next instructional steps, shared via a digital platform such as Google Drive.

This course, Fluency, Vocabulary, and Reading Comprehension, is designed for in-service Kenyan lower primary teachers (Grades 1–3) to strengthen their ability to move learners from basic decoding to meaningful reading. It focuses on three essential pillars of reading development: oral reading fluency, purposeful vocabulary instruction, and explicit comprehension teaching. Teachers will explore practical, classroom-based strategies that respond to common challenges such as slow, word-by-word reading, limited vocabulary, and weak understanding of texts. The course emphasises real classroom application through demonstrations, guided practice, and reflection, enabling teachers to support learners in reading accurately, fluently, and with understanding. It aligns with CBC literacy goals and promotes instructional decision-making based on learner evidence rather than assumption.

By the end of this course, teachers will be able to explain the role of oral reading fluency as a bridge between decoding and comprehension and accurately measure fluency using simple classroom-based assessment methods. They will demonstrate the ability to implement effective fluency-building routines such as repeated reading, partner reading, and echo reading. Teachers will be able to select and teach Tier 2 vocabulary using strategies that promote understanding and transfer across subjects. They will apply practical comprehension strategies, including predicting, questioning, and retelling, within shared and guided reading lessons. In addition, teachers will be able to select or adapt texts that match learners’ reading levels and needs, and use learner performance data to plan targeted instructional next steps. Ultimately, they will be equipped to support learners in developing confident, fluent, and meaningful reading skills.