A study was conducted to evaluate standard one and two teachers’ proficiency in crafting lesson plans for teaching reading and writing skills, crucial for primary school pupils’ competence. Utilizing a mixed methods approach, including a documentary review and interviews with 8 teachers from 5 selected primary schools in Songea District, Ruvuma, the study assessed teachers’ ability to design effective classroom instructions. Content analysis of the results revealed a deficiency in teachers’ skills in designing instructions conducive to enhancing learners’ reading and writing competence. Furthermore, the study highlighted a lack of adherence to Bloom’s taxonomy guidelines in pedagogical instruction design within the lesson plans. Interviews further confirmed the inadequacy of instructional practices outlined in the plans for improving pupils’ proficiency in reading and writing. Consequently, the study recommends implementing regular professional development workshops and training sessions for standard one and two teachers, with a specific focus on enhancing their lesson planning skills. These workshops should emphasize the formulation of clear instructional objectives conducive to effective classroom delivery, particularly targeting the improvement of reading and writing skills.