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1 Facilitator’s Guide for Teachers’ Training: P2 Early Grade Literacy Instruction


Contents

INTRODUCTION Purpose of this Facilitator’s Guide.................................................................................................3 How to Use this Facilitator’s Guide................................................................................................3 How to Use the Teacher’s Guide, Pupil Books and the Thematic Curriculum...............................4 Organisation and Methodology of the Workshop.........................................................................4 Materials and Resources Needed..................................................................................................7 How to Deliver the ToT for this Training........................................................................................7 SESSION PLANS Reporting Day: Arrival and Registration.......................................................................................8 Day 1: Introduction to the SHRP Literacy Model............................................................9 Day 2: Teaching the Days 1 and 3 Lessons.....................................................................28 Day 3: Teaching the Days 2 and 4 Lessons.....................................................................49 Day 4: Teaching the English Lessons..............................................................................67 Day 5: Teaching the Day 5 Lessons……………………...........................................................75 ANNEX 1. Ateso Lesson Plan Template…………………………………………………………………………………….………….89 2. Leblango Lesson Plan Template………………………………………………………………………………..…………90 3. Luganda Lesson Plan Template…………………………………………………………………………………….……..91 4. Runyankore-Rukiga Lesson Plan Template…………………………………………………………….…………….92 5. Leb Acoli Lesson Plan Template……………………………………………………………………………………………93 6. Lugbarati Lesson Plan Template…………………………………………………………………………………………..94 7. Lumasaba Lesson Plan Template………………………………………………………………………………………….95 8. Runyoro-Rutoro Lesson Plan Template………………………………………………………………………………..96 9. English Lesson Plan Template…………………………………………………………………………………….………..97 10. Facilitation Roles for Teacher Training……………………………………………………………….…………….….98 11. Modifications for Special Needs Learners………………………………………………………………….………….101 12. Lesson Observation Sheet…………………………………………………………………………………….…..……..….102 13. NCDC Report Writing Format……………………………………………………………………………………….……..103 14. Daily Registration Form………………………………………………………………………………………………….……104 15. Continuous Assessment Monitoring Form……………………………………………………………….………….105


INTRODUCTION

Purpose of the Facilitator’s Guide

The purpose of the Facilitator’s Guide for Teacher Training: P2 Literacy Instruction is to provide guidance to facilitators during the teacher training. As a trainer you must familiarize yourself with all the details of the Facilitator’s Guide and make sure that you revise the session plans before every session.

How to Use the Facilitator’s Guide

This guide provides you with session plans for all five days of the training. Some sessions require participants to work in small groups to prepare lessons and carry out micro teaching and presentations. Other sessions are led by a trainer and provide the content needed for successful small group work.

These session plans have been designed in accordance with the model developed by the National Curriculum Development Centre (NCDC). Each session plan includes the following components:

Session Title: The title gives you an indication of the lesson content. It also has a number or letter that helps you identify the session in the Table of Contents.

Duration: The duration tells you the day and time on which the session is to be delivered. It also includes the amount of time for the session.

Session Competences: This section describes the skills that participants should be able to demonstrate after completing the session.

Content Outline: This section of the session plan contains the layout of the content to be covered.

Methods: Each session lists the methods that are used during the session.

Teaching Procedures: These are the steps to be followed during the session presentation. Each step has a competence, activities and resources needed. The teaching procedures also tell you how much time you need to complete each step.

Proof of Learning: At the end of each session there is a proof of learning. This section gives you a way to measure whether or not participants have acquired the session competences.

Facilitator Notes: These provide additional information to guide the facilitator.


How to Use the Teacher’s Guide, Pupil Book and the Thematic Curriculum

The Pupil Book and Teacher’s Guide have been developed following the themes and sub-themes in the Primary Two Thematic Curriculum. They also reflect the reading, writing, listening and speaking competences that a P2 learner should achieve over the year. The lessons in these two instructional materials are designed to teach the four local language literacy lessons: Literacy 1/Reading, Literacy 2/Writing, Oral Literature and News. There is a separate Pupil Book and Teacher’s Guide for the English literacy lesson.

Teachers should use the Teacher’s Guide, Pupil Book and Thematic Curriculum to create their schemes of work and lesson plans. Schemes and lesson plans for local language literacy should be written in the local language. English schemes of work and lesson plans should be written in English.

Organisation and Methodology of the Workshop

The General Workshop Timetable

DAY 1 Introduction to the

SHRP Literacy Model

DAY 2 Teaching the

Days 1 and 3 Lessons

DAY 3 Teaching the

Days 2 and 4 Lessons

DAY 4 Teaching the

English Lessons

DAY 5 Teaching the

Day 5 Lessons 7:00-7:45 Breakfast

7:00-7:45 Breakfast

7:00-7:45 Breakfast

7:00-7:45 Breakfast

7:00-7:45 Breakfast

7:45-8:00 Attendance

7:45-8:45 Orthography Session 1



7:45-8:00 Reflection

8:00-9:00 Welcome and Workshop Overview




8:00-9:00 The SHRP Assessment Model

9:00-10:00 Workshop Official Opening

9:00-10:00 Teaching Literacy 1 Days 1 and 3


9:00-10:00 Teaching English Days 1 and 3

9:00-10:00 Teaching Literacy 1 Day 5

10:00-10:30 Break Tea TRANSITION TO TEAMS

10:00-10:30 Break Tea

10:00-10:30 Break Tea

10:00-10:30 Break Tea

10:00-10:30 Break Tea

10:30-12:00 Intro to the SHRP Literacy Model in Team Groups



10:30-11:30 Teaching English Days 2 and 4

10:30-11:30 Teaching Literacy 2 Day 5

12:00-1:30 Intro to the SHRP Instructional Materials: Teacher’s Guide and Pupil Book

11:30-12:30 Teaching Oral Literature Days 1 and 3

11:30-12:30 Teaching News Days 2, 4 and 5

11:30-12:30 Teaching English Day 5 Assessment

11:30-1:30 Small Group Work Part 1: Lesson Plan Prep




12:30-1:30 Small Group Work Part 2: Micro Teaching and Support Supervision

1:30-2:30 Lunch

1:30-2:30 Lunch

1:30-2:30 Lunch

1:30-2:30 Lunch

1:30-2:30 Lunch

2:30-4:00 How to Develop Lesson Plans




2:30-3:30 Small Group Presentations

4:00-5:00 Introduction to Small Group Work




3:30-5:00 Evaluation Workshop Closing

5:00-5:30 Head Teachers’ session-R1




5:00 Departure

5:30-6:00 Evening Tea




6:00-7:00 Free Time

6:00-7:00 Free Time

6:00-7:00 Free Time

6:00-7:00 Free Time

7:00-8:00 Supper

7:00-8:00 Supper

7:00-8:00 Supper

7:00-8:00 Supper


The Master Training and Training of Trainer (ToT) Workshops are modeled after the Teacher Training Workshop. This gives the facilitators an opportunity to experience the full workshop the teachers will receive. The Master Training Workshop and ToT timetables are slightly modified because they are not residential. They end after the Evening Tea scheduled from 5:30-6:00 pm each day. Teacher Training Workshops are residential and held the regional Primary Teacher College. Participants are expected to arrive the afternoon prior to the first day of the workshop. Notice how each day of the workshop has a theme. The first day provides participants with a general overview of the School Health and Reading Program’s Literacy Model for P2. It introduces participants to the two instructional materials – the teacher’s guide and pupil book – and instructs participants in how to use these two tools to develop ministry approved lesson plans. The SHRP literacy model is divided up into lessons that are taught on Days 1 and 3, lessons taught on Days 2 and 4 and lessons taught on Day 5. This workshop is designed so that participants will be led through a week’s worth of lessons one day at a time. On the second day of the workshop they experience the three local language literacy lessons taught on Days 1 and 3. On the third day of the workshop they are taken through the lessons taught on Days 2 and 4 in local language. The fourth day of the workshop is devoted to introducing the English pupil book and teacher’s guide. In P2, English is taught for thirty minutes every day directly after the three local language lessons. Finally, on the last day of the workshop participants are taken through the Day 5 lessons and also given further information about the SHRP assessment model. There is also time for evaluating the workshop and making plans for the coming academic term. In addition, on Days 2, 3 and 4 of the workshop the day begins with an orthography session so that teachers can acquire more understanding of their local language. Many teachers lack a basic knowledge of their language’s orthography (spelling system). In addition, this literacy model has expanded the vocabulary of the local language to include important words needed to teach P2 learners to read and write. Teachers need to know these new words in their local language. Team-Based Assignments This workshop is designed to provide participants with as many opportunities to interact with the instructional materials as possible. Therefore, the workshop has been designed so that participants spend much of their day working in small groups with one trainer. During these small group sessions participants are able to write a lesson plan, micro teach the steps in the lesson and then share their lesson with other members of the larger group.


Here is a visual model of how the teacher training has been organized:

Most teams are comprised of all the schools in one coordinating centre. The two trainers on a team are responsible for delivering the instructional content in this facilitator’s guide to all the teachers on a given team. After the presentations to the whole team, the team breaks into two smaller groups led by one of the trainers. During the small group work the teachers are expected to write and prepare lessons according to the content of the day. Reflective Practice This workshop is designed to foster reflective practice by teachers through daily use of the reflective journals. Below is a definition of reflective practice: In reflective practice, teachers engage in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners. The goal is to observe and refine teaching practice in general on an ongoing basis.


Workshop Norms A set of workshop norms have been developed for this training. They will be reviewed during the opening sessions on Day 1. Here is the list of workshop norms:

1. Sign the daily attendance sheet. 2. Attend all sessions. 3. Participate actively. 4. Have respect for each other’s views. 5. Keep the environment clean. 6. Take care of the materials provided. 7. Phones should be on silent mode during the sessions. 8. Be good time managers.

Materials and Resources Needed Each college will be given a set of materials to help facilitate instruction during the teacher training. The list of materials provided to the PTC includes the following: • My Clear Bags filled with support resources for the participants • Pupil Books, local language and English (one for each facilitator and participant) • Teacher’s Guides, local language and English (one for each facilitator and participant) • Spiral notebooks (one for each facilitator and participant) • Journals /hardcover notebooks (one for each facilitator and participant) • Support supervision books (for facilitators and participants) • Blue pens (facilitators and participants) • HB pencils (facilitators and participants) • Highlighters (facilitators and participants) • Markers (facilitators and participants during group activities) • Flip chart paper (facilitators) • Sharpeners (facilitators and participants) • 12 inch plastic rulers (facilitators and participants) • Scissors (facilitators) • Manila cards (facilitators)

How to Deliver the Training of Trainers Workshop for this Teacher Training The Training of Trainers (ToT) Workshop in preparation for the teacher training will also be held at the PTC. The ToT will be delivered using the exact same timetable and session plans as the teacher training by a team assigned at the Master Training Workshop.


Reporting Day

Arrival and Registration • SHRP Field Assistants will be in charge of the registration. • All facilitators and participants should arrive the afternoon prior to the workshop. The

Facilitators will not be residents but they need to plan together for the following day. • The workshop registration will consist of two forms; the first form will require general and

necessary information including mobile phone numbers. The second will require registered mobile phone number verification because it is through them that the transport refund will be made.

• General registration will be done twice each day-morning and afternoon. • Participants should register in their CC groups. Each CC will have Field Assistants in charge of

registration. • A copy of the workshop registration form is included in the annex to this Facilitator’s Guide. • The Trainers should work hand in hand with Field Assistant to track registration for their teams

and assist participants in filling the form properly. • Participants should be given their Arrival Packet upon registration. They should be instructed to

review the packet prior to the beginning of the workshop. • College staff should be available to assist participants to find their sleeping quarters and settle

comfortably at the training venue. • Mothers with babies and young children and baby sitters should register them with the college

administration because they will impact on the budget for meals. • The sleeping quarters should be kept clean and tidy. • Supper will be provided for participants on the Reporting Day. • Breakfast will be provided for participants on the Departure Day. Contents of the Arrival Packet � Facilitator’s Guide (for Master Training and ToT only) � Workshop Timetable handout (teacher training workshop only) � Sample Lesson Plan Template in English on one side and appropriate local language template on

the other side � Continuous Assessment Monitoring Form handout � Workshop Journal � Workshop Notebook � Pen and pencil � Local Language Teacher’s Guide � Local Language Pupil Book � English Teacher’s Guide � English Pupil Book � Orthography session handouts


Day 1: Introduction to the SHRP Literacy Model

Session 1: Welcome and Workshop Overview Duration: Day 1, 8:00-9:00 am (1 hour)

Background: This session will provide participants with an overview of the major components of this training workshop. This session is designed to be held in plenary with ALL the participants. It is the role of the Site Manager to facilitate this session with support from other trainers as required.

Session Competences: The participants:

• successfully register for the workshop. • become familiar with the agenda for the 5-day workshop. • identify the workshop objectives. • share their fears and expectations about the workshop. • identify their team and the three facilitators who will lead it. • review the workshop norms.

Content Outline This session will include the following content:

• Registration • Agenda • Workshop Objectives • Fears and Expectations

• Teams and Facilitators • Workshop Norms • Any other issues

Methods • Plenary Presentations/Discussions • Question and Answer

Teaching Procedure

Time Steps Competences Activities Resources 10 min. 1 The participants:

• successfully register for the workshop.

• Everyone sings the National Anthem.

• The Site Manager introduces him/herself and leads the group in a prayer.

• The Site Manager reviews the process for registering for the workshop each day.

• The Site Manager reviews the contents of the Arrival Packet and ensures that all participants have these materials.

• Registration documents

• Arrival packet


5 min. 2 The participants: • demonstrate

understanding of the agenda for the 5-day workshop.

• Direct participants’ attention to the Workshop Timetable handout in the arrival packet.

• Briefly review the week’s agenda.

• Workshop Timetable handout (it is in this facilitator’s guide for the ToT)

5 min. 3 The participants: • identify the workshop

objectives.

• Point to the flipchart with the workshop objectives.

• Briefly review the objectives with the participants.

• Workshop Objectives written on a flipchart

20 min. 4 The participants: • share their fears and

expectations about the workshop.

• Have participants write their fears regarding the workshop in their journal.

• Next, ask them to list their expectations for the workshop.

• Have selected individuals share fears and expectations with the whole group and discuss.

• Flipchart and markers

• Journal

10 min. 5 The participants: • identify their team and

the facilitators who will lead it.

• Explain to participants about the focus on small group work in this training and give directions to schools on which team they will be in and where to find their classrooms.

• Explain that they will move to their classrooms after the tea break.

• List of schools divided into the small groups

10 min. 6 The participants: • review the workshop

norms.

• Review the Workshop Norms written on a flipchart.

• Ask participants to share any other questions or concerns about the general organization of the workshop.

• Share other information with participants including: location of water points and latrines, location of health centre, location of food service and canteen.

• Workshop Norms written on a flipchart.

Proof of Learning

• Effective participation in the workshop.


Facilitators’ Notes: You will need the Workshop Timetable and Team handouts for this session. You will also need flipcharts for the Workshop Objectives and the Workshop Norms prepared ahead of time.

The Workshop Objectives The participants: • acquire knowledge and skills in the methods teaching early grade literacy. • familiarize themselves with the instructional materials that will be used at the school

level to teach literacy. • identify a variety of ways to assess learners’ literacy competences in a large

classroom. Session 2: Workshop Opening

Duration: Day 1, 9:00-10:00 am (60 minutes)

Background: This session is designed to be held in a full plenary session with all the participants. Participants will participate in the formal opening of the workshop.


• respond to the welcome remarks. • welcome the PTC principal, Site Manager, workshop trainers and fellow participants. • welcome the chief guest. • participate in the opening of the workshop. • reflect on current literacy practice.

Content Outline: • Prayer • Official introductions • Official workshop opening

Methods: • Explanation/Instruction • Discussion

Teaching Procedure:


• welcome the PTC Principal and Site Manager.

• Principal of the PTC welcomes the participants, facilitators and supervisors.

• Principal calls on the Site Manager to facilitate the next step.


15 min. 2 The participants: • welcome the workshop

trainers and fellow participants.

• welcome the chief guest.

• Site Manager introduces the other Workshop Trainers.

• The Site Manager quickly reads aloud the names of the CCs whose schools are participating in the workshop and all members of staff present stand to be recognized by the Chief Guest.

• The Site Manager introduces the Chief Guest and calls upon him/her to open the workshop.

• List of schools at the workshop

15 min. 3 The participants: • participate in the opening

of the workshop.

• The Chief Guest makes remarks and opens the workshop.

• If participants have questions, give them the opportunity to ask them.

20 min. 4 The participants: • reflect on current literacy

practice.

• The Site Manager asks participants to pair up and reflect on the current literacy instruction they see in classrooms and (at the Master Training and ToT only) how they provide support supervision. (5 min.)

• The Site Manager selects individuals to share their reflections in plenary. (15 min.)

Proof of Learning: • Effective participation in the workshop • Entries in the reflection journals

Facilitators’ Notes: Confirm the attendance of the Chief Guest in advance and ensure his/her timely arrival at the workshop venue so that the workshop can be opened on time.

Ensure that the reflection journals are included in the Arrival Packet so that participants will be able to use them during this session.

During the tea break participants will move into their Team groups. This is to allow participants enough time to have their tea and also find the room where they will meet with their team.

The three teams at the Master Training and ToT are: • Primary 1 Team • Primary 2 Team • Primary 3 Team

The teams at the Teacher Training will differ at each college but are generally organized by grade level and coordinating centre.


Session 3: Introduction to the SHRP Literacy Model

Duration: Day 1, 10:30-12:00 (1.5 hours)

Background: Participants should now be organized into their team groups. The facilitators for each team should be in place and participate in the facilitation of this session. In this session the participants will explore the concepts presented on the first four pages of the Introduction section in the teacher’s guide that outlines the foundational pedagogical concepts that are the basis for the SHRP literacy model. The text is the same in both the local language and English teacher’s guides so participants only need to review one document.


• identify the 6 principles of the SHRP Literacy Model for both local language (LL) and English. • identify and define the Five Components of Literacy Instruction. • brainstorm classroom activities that would help learners develop these skills.

Content Outline: • The 6 Principles of the SHRP Literacy Model • The 5 Components of Literacy •

Methods: • Plenary Presentations/Discussions • Guided Reading • Question and Answer Technique

Teaching Procedure:


• meet and are introduced to their team facilitators.

• introduce their school groups within their team groups.

• The two team facilitators introduce themselves to the group.

• Each school represented stands up as a team and one representative introduces them.

15 min. 2 The participants: • identify the 6 principles

of the SHRP Literacy Model for both LL and English.

• Briefly review the 6 principles of the SHRP Literacy model, written of a flip chart. Tell the participants to read the details during their free time.

• Local Language TG (1st page of the Introduction section)

60 min. 3 The participants:

• identify the 5 Components of Literacy

• Turn to the page entitled The Foundation – The 5 Components of Literacy

• LL and English TG

• Reflection


Instruction. • brainstorm classroom

activities that would help learners develop these skills.

Instruction. • Take the participants

through the section in the teacher’s guide on the Five Components of Literacy Instruction, briefly explaining each of the 5 components.

• Tell participants to get back into their groups of 5-6 individuals. Assign each group to ONE of the five components. Give them 5-10 minutes to come up with at least one teaching activity that would develop that skill. For example, for a group that was given the component VOCABULARY, they might suggest an activity where the teacher says a word and learners have to think of another word that either means the same thing or means the opposite. For example, with the word “big” a word that means the same is “huge”. A word that means the opposite is “little”.

• Have the small groups share their teaching ideas with the whole group.

• Have participants write reflections questions in their reflection journal.

Journal

Proof of Learning: • Describe some of the principles the SHRP model was based on. • Identify the 5 Components of Literacy Instruction. • Appropriate responses during plenary question and answer session.

Facilitator Notes: Make sure all participants have teacher’s guides and pupil books for this session.

Here is a synopsis of the six principles upon which the SHRP literacy model was founded: The 6 Principles of the SHRP Literacy Model

1. Research based 2. Integrates the 5 Components of Literacy Instruction


3. Based on the Thematic Curriculum and MoES policies for early literacy 4. Starts with building reading and writing competences in local language and then adds

reading and writing in English 5. Uses phonics instruction 6. Values explicit and systematic instruction in literacy

Some sample classroom activities that teach each of the 5 Components of Literacy Instruction: 1. Phonemic Awareness

• Say a word and have learners identify the initial sound. • Say three words that begin with the same initial sound and have learners identify the sound. • Say an initial sound and have learners think of words that start with that sound. • Have learners segment a sentence into words by clapping each word that they hear. • Have learners segment a word into syllables by clapping each syllable that they say.

2. Alphabetic Principle

• Point to a letter and ask learners to make the sound. • Make a sound and have the learners point to the letter that makes the sound.

3. Fluency

• Read a story aloud in chorus with the teacher. • Have individual learners read aloud in pairs.

4. Vocabulary

• Identifying words that mean the same as a given word (synonyms) or the opposite (antonyms).

• Matching a vocabulary word with its definition. • Write a sentence on the board with one key vocabulary word missing. Ask learners to fill in

the blank with an appropriate word. (Also referred to as a cloze test.) 5. Comprehension

• Retelling a story that has been read aloud. • Making predictions about what is going to happen next in a story. • Identifying the main characters and setting of a story.

Remind participants that they should write any questions or concerns they have in their Reflection Journals. These questions and concerns can then be addressed during the session at the end of the day.


Session 4: Introduction to the SHRP Instructional Materials – Pupil Book and Teacher’s Guide

Duration: Day 1, 12:00-1:30 pm (1.5 hours)

Background: Participants should still be in their team groups. In this session participants will identify the key features of the SHRP pupil book and teacher’s guide.


• identify the key components of the SHRP pupil book. • identify the key components of the SHRP teacher’s guide.

Content Outline: • Key components of the SHRP pupil book:

o The Cover o The Table of Contents o The Alphabet o Days 1 and 3 content o Days 2 and 4 content o Day 5 Content

• Key components of the SHRP teacher’s guide: o Cover, Table of Contents, Acknowledgement, Foreword o Introduction section

6 Principles 5 Components of Literacy Instruction SHRP and the Thematic Curriculum/timetable Assessment Scope and Sequence and Glossary

o How to Teach section Overview of the How to Teach Section Introduction Competences Teaching Procedure Step-by-Step Teacher’s Activity and Extra Guidance Chalkboard Differentiated Learning Do More

o Weekly Lesson Support section Literacy 1 and 2 (Days 1 to 5) News Traditional Text References Oral Literature

o Appendices section


Glossary of Local Language Terms Word Structure and Sentence Structure Scope and Sequence Handwriting Guidelines for Primary 2

Methods: • Explanation/Instruction • Group Discussion • Demonstration

Teaching Procedure: Time Steps Competences Activities Resources 20 min. 1 The participants:

• identify the key components of the SHRP pupil book.

• Ask participants to get out their local language pupil book.

• Identify the cover and discuss its key features.

• Identify the Table of Contents and discuss its key features.

• Identify the alphabet page and discuss its key features.

• Identify the content on Days 1 and 3. Help participants see how the layout of these two days is the same although the content varies slightly each week. Briefly discuss each component of the Days 1 and 3 content in preparation for the lesson planning in Session 5.

• Identify the content on Days 2 and 4. Help participants see how the layout of these two days is the same although the content varies slightly each week. Briefly discuss each component of the Days 2 and 4 content in preparation for the lesson planning in Session 5.

• Identify the content on Day 5. Help participants see how the layout of this day is the same although the content varies slightly each week. Briefly discuss each component of the Day 5 content.

• SHRP pupil book

60 min. 2 The participants: • identify the key

components of the SHRP teacher’s guide.

• Ask participants to get out their SHRP teacher’s guide.

• Identify the cover, table of contents, acknowledgement and foreword.

• Identify the Introduction

• SHRP teacher’s guide


section. Point out the 6 principles and 5 Components of Literacy Instruction that were discussed in Session 3. Briefly review the rest of the Introduction section explaining that the assessment component will be discussed on the fifth day of the workshop.

• Identify the How to Teach section. Use the Overview page at the beginning of the section to review each of the key features of this section. Then look briefly at one of the actual templates. Explain that you will look at these in more detail in the next session on lesson planning.

• Identify the Weekly Lesson Support section. Walk the participants through each of the six pages of one sample week. Show participants how the content on these six pages relates to a specific week in the SHRP pupil book.

• Identify the Appendices section and briefly review the Glossary, Scope and Sequence documents for Word and Sentence Structures and the P2 Handwriting Guidelines.

10 min. 3 The participants: • identify the key

components of the SHRP pupil book.

• identify the key components of the SHRP teacher’s guide.

• Ask participants to write down key questions they have about the SHRP instructional materials in their journals. These questions will be addressed during Session 6: Introduction to Small Group Work.

• Reflection journal

Proof of Learning:

• Appropriate responses during the discussion. • Ability to use the teacher’s guide and pupil book to write a lesson plan during the small

group session on the following day. Facilitator Notes: It is absolutely necessary that participants have copies of the pupil book and teacher’s guide in front of them for this session. Ideally, each participant should have his own copy, but if this is not possible,


then determine how a small group can share one copy so that all can see and interact with these two key instructional materials. This is the last session before lunch so be sure participants know when and where they are to return to for the first afternoon session.


Session 5: How to Develop Lesson Plans

Duration: Day 1, 2:30-4:00 pm (1.5 hours)

Background: In this session participants will observe a facilitator model how to use the pupil book, teacher’s guide and MoES curriculum resources to write lessons for the literacy hour.


• describe how to use the Ministry of Education and Sports curriculum resources for P2 to write a lesson plan.

• describe the function of each component of the standard local language literacy lesson plan. • review the local language pupil book and describe how to use it to write a lesson plan. • review the How to Teach section of the teacher’s guide and describe how to use it to write a

lesson plan. • review the Weekly Lesson Support section of the teacher’s guide and describe how to use it

to write a lesson plan. • participate in the composition of the lessons for the Literacy Hour (Literacy 1 and 2) for Term

1 Week 8.

Content Outline: • Instructional materials required to write a lesson plan: the MoES curriculum materials, pupil

book and teacher’s guide • See the sample lesson plans that follow this session plan for a model of completed MoES

lesson plans. See also the translated lesson plan templates in the appendix of this Facilitator’s Guide for guidance in how to translate the lesson plan terminology into your local language.

• The MoES Teacher’s Guide provides you with competences, sample schemes of work and general lesson plan guidelines. The MoES Curriculum Guide provides thematic content for each instructional area for every week of the school year.

• The SHRP Pupil Book contains much of the actual content learners will be working with in a given week. o The content taught on Days 1 and 3 is similar and consists of a story title, story

illustration and story text. Day 1 has the text for the beginning of the story. Day 3 has the text for the end of the story.

o The content taught on Days 2 and 4 is similar and consists of a list of six vocabulary words related to the theme and the story at the top of the page and a structure exercise at the bottom of the page. On Day 2 there is a word structure exercise. On Day 4 there is a sentence structure exercise.

o Day 5 is a review and assessment day. It has two pages of content instead of one. On the first page is the entire story written out in full. On the second page there is an illustration that features the vocabulary words for the week at the top of the page and word and sentence structure exercises at the bottom of the page.


• The How to Teach section of the SHRP Teacher’s Guide provides lesson templates the teacher should follow when developing their own lesson plans.

• The Weekly Lesson Support section of the SHRP Teacher’s Guide provides additional weekly content that is not found in the pupil book.

Methods:

• Explanation/Instruction • Group Discussion • Demonstration

Teaching Procedure:


• identify the MoES instructional materials needed to write a lesson plan.

• Show participants the two MoES curriculum resources for P2 and ask them to identify them. Discuss how they are used when writing lesson plans.

• Review the guidance for Term 1 Week 8 in these two documents.

• MoES curriculum resources

• SHRP pupil book and teacher’s guide

5 min. 2 The participants: • describe the function of

each component of the standard local language literacy lesson plan.

• Briefly review each component of the standard lesson template, first in English and then in the local language, using the handout provided in the arrival packet.

• Lesson plan template handout

5 min. 3 The participants: • review the local language

pupil book and describe how to use it to write a lesson plan.

• Show participants the pupil book and identify the content to be taught in the Term 1 Week 8 Day 1 Literacy 1 lesson.

• SHRP Pupil Book

5 min. 4 The participants: • review the How to Teach

section of the teacher’s guide and describe how to use it to write a lesson plan.

• Direct participants to the How to Teach section of the teacher’s guide.

• Identify the Step-by-Step Teacher’s Activity for Literacy 1 and Literacy 2 for Days 1 and 3.


5 min. 5 The participants: • review the Weekly Lesson

Support section of the teacher’s guide and describe how to use it to write a lesson plan.

• Direct participants to Term 1 Week 8 of the Weekly Lesson Support section.

• Identify the content needed to write the Literacy 1 and Literacy 2 lessons for Term 1 Week 8 Day 1.



60 min. 6 The participants: • participate in the

composition of the lessons for the Literacy Hour (Literacy 1 and 2) for Term 1 Week 8.

• Model the development of a Literacy 1 and Literacy 2 lesson plan for Term 1 Week 8 Day 1.

• Move quickly through each of the components of the lesson plan spending a majority of the time on the teaching procedure. Spend about thirty minute on each lesson.

• Sample lesson plans are provided in the Facilitator Notes below.

• Flipchart paper and markers

• Sample lesson plans

Proof of Learning:

• Appropriate responses during the discussion. • Ability to write a lesson plan during the small group session on the following day.

Facilitator Notes: This will be one of the most important sessions to facilitate as it attempts to consolidate a lot of information in a relatively short time period. It is crucial that teachers understand how to use all the SHRP and MoES resources to plan a lesson, especially how to utilize BOTH the How to Teach and Weekly Lesson Support sections of the teacher’s guide. If time is constrained, select only one of the two lessons to model. At the Master Training the lessons will have to be written in English since there will be participants from many language groups. But at the ToT and teacher training this session should be done in the local language. The sample lesson plans provided are generic and written in English. From these samples you should be able to write a lesson plan that is specific to the actual content taught in your pupil book in Term 1 Week 8. You should also write your lesson plans in the local language. Refer to the glossary in the teacher’s guide if you have questions about how to translate any of the technical vocabulary. This is a long session with a lot of content to be covered. It is recommended that you take short energizer breaks after Step 5 and in the middle of Step 6.


TERM 1 WEEK 8 DAY 1 LITERACY 1 SAMPLE LESSON PLAN

Date: Class: Time: Learning Area: Number of children:

30/03/15 P2-B 9:30-10:00 am Literacy 1 Reading 55

Theme: The Human Body and Health Sub-theme: Sanitation Content: Title of Story: Write title here Thematic Question: Write out the question here Guiding Question: Write out the question here In the Text Question: Write out the question here In My Mind Questions: Write out the questions here Skills: Reading, Listening, Speaking Competences:

The learner: • discusses concepts related to the weekly sub-theme. • uses the title, context and prior knowledge to make predictions when reading a story. • formulates questions that might be answered in the text. • reads texts with increasing fluency. • identifies whether or not his/her predictions were correct and questions were

answered. • responds correctly to In the Text Questions. • responds appropriately to In My Mind Questions.

Methods:

• I do. We do. You do. • Class and Peer Group Discussion • Predicting • Reading Silently • Reading Aloud • Asking Comprehension Questions

Instructional Materials:

• Pupil Books • Teacher’s Guide • Chalkboard and chalk

Life Skills and Values:

• Effective communication References:

• MoES Curriculum Guide, page 20-21 • SHRP teacher’s guide and pupil book


Teaching Procedure:

Time Step Teacher’s Activity Learners’ Activity 2 min. I. Getting Ready

• Prepare the chalkboard. • Learners sing and distribute books.

3 min. II. Discuss the Theme and Sub-theme • Write the thematic question here.

• Learners discuss concepts related to the weekly sub-theme, Sanitation.

5 min. III. Before Reading : Predicting • Read the title of the story. • Discuss the illustration. • Predict what will happen in the

story. • Share predictions in small and then

large groups.

• Learners use the title, context and prior knowledge to make predictions.

3 min. IV. Before Reading: Asking Questions • Ask the guiding question. • Have learners think of other

questions they want to answer.

• Learners formulate questions that might be answered in the text.

12 min. V. Reading the Story • Have learners read the story silently. • Read the story aloud as they listen. • Discuss predictions and questions. • Read the story as a class in chorus. • Read the story in small groups. • Ask individuals to read aloud.

• Learners read texts with increasing fluency.

• Learners identify whether their predictions were correct and questions were answered.

5 min. VI. After Reading: Comprehension Questions • Ask In the Text Questions. • Ask In My Mind Questions. • Ask learners what will happen next in

the story.

• Learners respond correctly to In the Text and In My Mind Questions.

Self-Evaluation: Strong points: Areas that need improvement: Way forward:


TERM 1 WEEK 8 DAY 1 LITERACY 2 SAMPLE LESSON PLAN Date: Class: Time: Learning Area: Number of children:

30/03/15 P2-B 10:00-10:30 am Literacy 2 Writing 55

Theme: The Human Body and Health Sub-theme: Sanitation Content: The alphabet Story Idea: Outline a possible four-sentence story the learners can write during this lesson. Skills: Writing, Listening, Speaking Competences:

The learner: • recites the letters in alphabetical order. • plans a story that has a beginning, middle and ending together with the teacher. • composes a story together with the teacher. • assists the teacher in making corrections in the story’s spelling, grammar and meaning. • reads the story with support from the teacher.

Methods:

• Whole Group Story Composition • I do. We do. You do.




• Effective Communication References:



Teaching Procedure: Time Step Teacher’s Activity Learners’ Activity

1 min. I Alphabet Song/Chant • Recite the alphabet with learners to indicate

you are moving to the Literacy 2 lesson.

• Learners recite the letters in alphabetical order.

10 min. II Plan the Story • Summarize the predictions made about the

story in the Pupil Book and decide on which one the class wants to write about.

• Determine the beginning, middle and end of the story.

• Learners plan a story that has a beginning, middle and ending together with the teacher.

7 min. III Write the Story • Write the story on the chalk board. One

sentence for the beginning, two sentences for the middle and one sentence for the end.

• Learners write a story that has a beginning, middle and ending together with the teacher.

5 min. IV Make Corrections to the Story • Read the completed story aloud and model for

the learners how to make corrections in spelling, grammar or meaning. (In this lesson plan try to indicate the specific correction you plan to make in this lesson.)

• Learners assist the teacher in making corrections in spelling, grammar and meaning.

7 min. V Read the Story • Read the completed story aloud as learners

listen. • Read the story as a group. • Have small groups read together. • Select individuals to read the story aloud.

• Learners read the story with support from the teacher.

Self-Evaluation:

Strong points: Areas that need improvement: Way forward:


Session 6: Introduction to Small Group Work

Duration: Day 1, 4:00-5:00 pm (1 hour)

Background: This will be the first opportunity for the teams to break into the smaller units in which they will do most of their group work. Each Trainer will be responsible for facilitating a small group of about 10-20 participants.

It may take a little time for the small groups to organize themselves. They will need to find their breakout spaces and organize them so that everyone is comfortable and the basic materials required for the small groups are available. Therefore, time has been set aside in this session for the movement of people into their small groups.


• find their breakout space and organize it. • introduce themselves to the other members of their small group. • Ask questions about the content presented on Day 1.

Content Outline: • The breakout space • Participants’ names and schools of service • Journal entries with questions

Methods: • Explanation/Instruction • Group Discussion

Teaching Procedure:


• find their breakout space and organize it.

• Trainer and participants identify their breakout space and organize it.

• Breakout room

15 min. 2 The participants: • introduce themselves to

the other members of their small group.

• The Trainer introduces him/herself.

• Ask the participants to introduce themselves by name, title and school.

30 min. 3 The participants: • reflect on the day’s

sessions and ask their trainer any questions.

• The Trainer asks participants if they have any questions about the day’s sessions and they discuss as a group.

• Reflection Journals

Proof of Learning: • Participants demonstrate knowledge of their Trainer, small working group and sessions they

have participated in today.

Facilitator Notes: Make sure every small group has at least one language tutor.


Day 2: Teaching the Days 1 and 3 Lessons

Session 0R1: Orthography - The Alphabet Duration: Day 2, 7:45-8:45 am (1 hour) Background: In this session, participants will be helped to understand the sounds of their language, the symbols representing those sounds and to use them appropriately. The content can be found in:

• Alphabet chart (in the Pupil’s Book) • Orthography/Spelling Guide

Note that the content for this session will largely be tailored to the specifics of each language, as are spelled out in the respective Orthography/Spelling Guides. Hence, while in the content and activities subtopics are suggested, the trainer should introduce only what is applicable, even if it is not listed. Also, for some languages, the content that needs to be covered might be much more than time will allow. Trainers are encouraged to cover only as much as time allows and refer participants to the orthography guides for further reference. Session Competences: The participants:

• recognize and differentiate between the letters and other symbols that distinguish the various sounds of the language.

• tell the difference between the various vowel quality or vowel length distinctions, whichever applies, that impact on meanings of words in their language.

• pronounce and tell the difference between the various consonant sounds that impact on meanings of words in their language.

• pronounce the sounds of their language represented by the symbols in the order they appear in the alphabet list.

Content Outline

• Sounds of the language and their symbols • Vowel sound qualities, or vowel sound length (whichever is applicable to the language) • Unfamiliar, or complex consonant sounds

Method

• Explanation • Demonstration • Group discussion • Pronunciation and writing practice


Teaching Procedure:

Time Steps Competences Activities Resources 10 min 1 The participants:

• tell the difference between the various sounds of the language (vowels, consonant, and any other sounds) and the symbols used for representing them.

• Explain what vowels and consonants are and how they are formed.

• Ask participants to pronounce all the vowel and consonant sounds while observing: o what the speech

organs do to make the difference between sounds

o what happens as you change from one sound to the other

• Explain any other special orthography symbols there are, besides the vowels and consonants, and what they represent.

• Alphabet chart

20 min 2 The participants: • tell the difference

between the various vowel qualities, or vowel length distinctions that affect meanings of words, whichever applies, and how these are written.

• Drill the participants in recognizing, pronouncing, and writing of, whichever applies to their language, the various vowel qualities (focusing on the unfamiliar sounds), OR vowel length which is written.

• Sets of example words, particularly of minimal pairs of vowel quality or vowel length

• Orthography guides

20 min 3 The participants: • recognize and tell the

difference between the various consonant sounds of their language.

• Drill the participants in recognizing, pronouncing, and writing of consonant sounds, particularly the unfamiliar, complex sounds, or sound combinations that are permitted to occur as a unit in their language.

• Re-explain any other special orthography symbols there are, besides the vowels and consonants, and what they represent.

• List of example words, where the consonant sound in question occurs in a word-initial, medial, and final) positions, as may apply


10 min 4 The participants: identify all sounds of their language in the order that

• Ask the participants to pronounce the sounds of all the letters and other

• Alphabet chart


they appear in the alphabet list.

special symbols on the alphabet chart.

Proof of Learning:

• Display of the alphabet chart with correct symbols that represent the sounds in their language

• Ability to pronounce sounds correctly and tell the differences Facilitators’ Notes: Recognizing sounds and their symbols Different features of a language interact with reading and writing acquisition. It is important to take into account the various features of the language (i.e. vowels, consonants, tones, as well as the syllable, word, and sentence structures, etc), taking into account the socio-linguistic and psycholinguistic realities, as well as pedagogical needs of the speakers, to ensure that the reading materials are appropriate for that particular language. Auditory–wise, sometimes there are sounds in a language which people haven’t thought about, and for reading they need to become aware of them. One of these is probably vowel length. Visually, because you already can read, you may have forgotten that new readers have to learn to tell symbols apart. They need to tell the difference between <u> and <v>, between <u> and <n>. They need to see the difference between some really complex symbols such as <mpy> and <mpw>, or between <ng> and <ny>. This takes practice. Learners should be helped to recognize not only the simple or familiar letters but also the complex symbols or symbol combinations i.e. two or three combined letters such as those representing:

• a single sound e.g. <ny>, <bb>, <rr>, <tt>, <ts>, <bh>, <dh>, <gh>, <‘d>, <‘b>, etc.

• clusters or combination of consonants which are pronounced in sequence as a unit e.g. <kw>, <ty>, <mb>, <ng>, <mm>, <nkh>, <mpy>, etc.

• sequences of dissimilar vowels as <ai>, <ae>, <au>, <ei>, <ia>, <oi>, <ou>, <ua>, <ui>, <aeo>, etc.

Minimal pairs Minimal pairs are sets of words that differ only by one sound, a vowel, or a consonant, of tone. When teaching, giving examples showing contrast in the same environment is a better way to help learners become aware of, and learn to feel the difference in sounds.


Session DR: Daily Reflection

Duration: Days 2-4, 8:45-9:00 am (15 minutes); Day 5, 7:45-8:00 am (15 minutes)

Background: At the beginning of each day (Tuesday to Friday) participants will reflect on the previous days’ activities in their small groups. This session will help participants to take note of the day’s achievements and challenges and identify strategies for improvement. Participants will all be given a journal AND a notebook. The journal is to be used only for reflection while the notebook is for keeping notes and recording session activities. Note that this session plan only appears once in this facilitator’s guide. Refer back to this session plan for each daily reflection session.


• review guiding questions about the sessions completed. • observe the trainer model how to do a journal reflection. • individually respond to the reviewed questions in their journals. • share with their fellow participants what they have written in their journals.

Content Outline: • Content/topics learnt in the day • Participants’ achievements from the day’s activities • Possible solutions to specific areas of concern

Methods: • Explanation/Instruction • Plenary Discussion • Demonstration • Reflective Writing

Teaching Procedure:


• review guiding questions about the day’s sessions.

• Trainer displays a flip chart with four guiding questions for review.

• Guiding questions on the flip chart

• Masking tape 2 min. 2 The participants:

• observe the trainer model how to do a journal reflection.

• Trainer shows a sample journal entry to the participants, written on a flip chart (responding to the four questions).


• Masking tape

8 min. 3 The participants: • individually respond to

the reviewed questions in their journals.

• Ask participants to individually respond to the review questions in their journals.

• Facilitator also writes in his/her journal along with the participants.


• Journal



• share with the rest of the participants what they have written in their journals.

• Ask two participants to share with the rest what they have written in their journals.

• Collect the journals for review by the Trainers.

• Journals

Proof of Learning:

• Appropriate responses during plenary discussion • Appropriate journal entries

Facilitator Notes: Remind participants to put the date for each entry. Read as many journals as possible. Ensure that over the course of the workshop you read the journal of each participant at least once. Enlist the help of the head teachers to read journals as well. Write encouraging comments in the journal to highlight good insights. Ask follow up questions to encourage problem solving. Use a black or green pen or a pencil to make your comments, NOT a red pen as it is associated with marking of exams. Take note of issues that need attention. Copy interesting insights into your own journal to share with other facilitators and supervisors. Include the best insights in the workshop report. Here are the four guiding questions you should write on the flip chart paper for participants to respond to each day:

Guiding Questions

1. What lessons did I learn from the day’s sessions? (Not topics)

2. What went well? 3. What did not go well? What can I do to

improve the situation? 4. Where do I need help?


Sample Journal Entry responding to the four questions above:

1- I have learnt that if children learn letter sounds; they can blend the sounds and read words easily. So I really need to master all the letter sounds and names to teach my learners effectively.

2- The Facilitators’ demonstration of letter sounds and the participants’ active involvement in the sessions went well. We were all busy in our small groups, making lesson plans and participating in micro-teaching lessons either as teachers or learners. I liked the feedback by head teachers.

3- Majority of the participants came back to class late after tea and lunch break. This resulted in loss of session time. Facilitators rushed through the steps to cover their sessions in limited time. I will remind the Time-keeper to play her role more effectively; she needs to link up with the Facilitators, talk to the group and emphasize the importance of keeping time.

4- I still have difficulty in articulating the sounds of the half vowels-‘w y’. Session 7: Teaching Literacy 1 Days 1 and 3 Duration: Day 2, 9:00-10:00 am (1 hour) Background: In this session participants will review the basic content required to deliver a Literacy 1/Reading lesson on Days 1 and 3. This content can be found in three reference documents:

• The Teacher’s Guide (TG) “How to Teach” section for Literacy 1 Days 1 and 3. • The Teacher’s Guide “Weekly Lesson Support” section for Literacy 1 Term 1 Week 8 Day 1. • The Pupil Book (PB). For purposes of demonstration we will refer to the content in Term 1

Week 8 Day 1 of the Pupil Book. • The MoES and NCDC Thematic Curriculum. For purposes of demonstration we will refer to

the thematic content for Term 1 Week 8 (Theme 3: The Human Body and Health, Sub-theme 3.2 Sanitation).


• explain the steps in the Step-by-Step Teacher’s Activity found in the “How to Teach” section of the TG.

• explain the content for Literacy 1 in the “Weekly Lesson Support” section of the TG for Term 1 Week 8 Day 1.

• participate in a demonstration of each of the steps in the teaching procedure. • identify differentiated learning strategies one can use for remedial and accelerated learners. • identify additional instructional activities (Do Mores) the teacher can do.


Content Outline: • The Literacy 1 Days 1 and 3 lesson focuses on developing learners’ reading competences

using a story-based approach. • The Literacy 1 Days 1 and 3 lesson focuses on developing these components of literacy

instruction: alphabetic principle, reading fluency, vocabulary and comprehension. • The steps in the Literacy 1 Days 1 and 3 lesson that are to be modeled:

1. Getting Ready 2. Discuss the Theme and Sub-

theme 3. Before Reading: Predicting &

Retelling 4. Before Reading: Asking Questions

5. Reading the Story 6. After Reading: Comprehension

Questions

Methods: • Group Discussion • Model Teaching • Guided Reading

Teaching Procedure:

Time Steps Competences Activities Resources 20 min. I The participants:

• identify the How to Teach section for Literacy 1 Days 1 and 3.

• explain briefly the Introduction, Competences and Teaching Procedure.

• explain each of the steps in the Step-by-Step Teacher’s Activity.


• Ask participants to turn to the appropriate page in their How to Teach section of the TG.

• Briefly review the Introduction, Competences and Teaching Procedure found on the first page of the How to Teach template.

• Turn to the next page and read through each step of the Step-by-Step Teacher’s Activity (column one only – refer to column two “Extra Guidance” when required).

• Turn to the Weekly Lesson Support section for Term 1 Week 8 Day 1 and review the Literacy 1 content needed to teach the lesson.

• How to Teach section (Literacy 1 Days 1 and 3)

• Weekly Lesson Support Section (Term 1 Week 8 Day 1 Literacy 1)

30 min. 2 The participants: • participate in a

demonstration of each of the steps in the teaching procedure.

• Ask participants to open their PB to the appropriate page (Term 1 Week 8 Day 1).

• Tell participants to find the Step-by-Step Teacher’s Activity in the How to Teach template for Literacy 1, Days 1 and 3.

• Model each step in the Step-by-Step Teacher’s Activity for participants.

• How to Teach section

• PB


10 min. 3 The participants: • identify differentiated

learning strategies one can use for remedial and accelerated learners.

• identify additional instructional activities (Do Mores) the teacher can do as time permits.

• Have participants turn to the second page of the How to Teach template for this lesson and review the Differentiated Learning and Do More activities.


Proof of Learning:

• Demonstration of the model lessons during the Small Group Presentations in the afternoon. Facilitators’ Notes: It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. It may be difficult for a teacher to hold both the appropriate teacher’s guide pages AND the pupil book pages at the same time. One recommendation is to have participants work together in pairs. Have one participant hold the pupil book and the other hold the teacher’s guide. That way they can follow both texts. Use the Literacy 1 sample lesson plan developed on Day 1 as your model when you plan this lesson demonstration. Change the content to fit your local language. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson.


Session 8: Teaching Literacy 2 Days 1 and 3 Duration: Day 2, 10:30-11:30 am (1 hour) Background In this session participants will review the basic content required to deliver a Literacy 2/Writing lesson on Days 1 and 3. This content can be found in three reference documents:








Content Outline:

• The Literacy 2 Days 1 and 3 lesson focuses on developing learners’ writing competences through a guided creative writing lesson.

• The Literacy 2 Day 1 and 3 lesson focuses on developing these three components of literacy: vocabulary, writing fluency and comprehension.

• The steps in the Literacy 2 Days 1 and 3 lesson that are to be modeled: 1. Alphabet Song/Chant 2. Plan the Story 3. Write the Story

4. Make Corrections of the Story 5. Read the Story

Methods:

• Group Discussion • Model Teaching • Guided Reading


Teaching Procedure:





• Review the content for Literacy 2 in the “Weekly Lesson Support” section of the TG for Term 1 Week 8 Day 1.

• Ask participants to turn to the appropriate page in their How to Teach (How to Teach) section of the TG.













• identify additional instructional activities (Do Mores) the teacher can do.



Proof of Learning:

• Demonstration of the methods the facilitator models during the lesson presentation Facilitators’ Notes: The pupil book is not required for this lesson. Use the Literacy 2 sample lesson plan developed on Day 1 as your model when you plan this lesson demonstration. Change the content to fit your local language. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson.


Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson. Session 9: Teaching Oral Literature Days 1 and 3

Duration: Day 2, 11:30 am-12:30 pm (1 hour)

Background: In this session participants will review the basic content required to deliver an Oral Literature lesson on Days 1 and 3. This content can be found in two reference documents:

• The Teacher’s Guide “How to Teach” section for Oral Literature Days 1 and 3. • The Teacher’s Guide “Weekly Lesson Support section on Oral Literature for Term 1 Week 8. • The MoES and NCDC Thematic Curriculum. For purposes of demonstration we will refer to




• explain the content for Oral Literature in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.


Content Outline:

• The Oral Literature lessons on Days 1 and 3 focus on developing learners’ active listening competences.

• The Oral Literature Days 1 and 3 lessons focus on developing vocabulary and comprehension competences.

• The steps to be demonstrated in this Oral Literature lesson include the following: 1. Introductory Song 2. Recite a Traditional Text 3. Before Listening to the Story 4. Reading the Story Aloud 5. After Listening to the Story 6. Vocabulary Words

Methods • Group Discussion • Model Teaching/Demonstration • Guided Reading


Teaching Procedure:


• identify the How to Teach section for Oral Literature Days 1 and 3.



• explain the content for Oral Literature in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.




• Turn to the Weekly Lesson Support section for Term 1 Week 8 and review the Oral Literature content needed to teach the lesson.

• How to Teach section (Oral Literature Days 1 and 3)

• Weekly Lesson Support Section (Term 1 Week 8 Oral Literature)



• Tell one participant to find Step 1 on the third page of the How to Teach template for Oral Literature, Days 1 and 3.

• Tell the partner to find the Oral Literature story in the “Weekly Lesson Support” section.

• Model each step in the Step-by-Step Teacher’s Activity.


• Weekly Lesson Support section






Proof of Learning:

• Demonstration of the methods the facilitator models during the lesson presentation. Facilitators’ Notes:

It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. It may be difficult for a teacher to hold both the appropriate How to Teach pages AND Weekly Lesson Support section pages at the same time. One


recommendation is to have participants work together in pairs. Have one participant hold open the How to Teach section and the other hold the Weekly Lesson Support section with the Oral Literature story. That way they can follow both texts. Use the Oral Literature sample lesson plan on the following page as your model when you plan this lesson demonstration. Change the content to fit your local language. Note that this lesson was developed for a P1 classroom using the Leb Acoli teacher’s guide for Term 1 Week 9. The lesson is taught exactly the same in P2. Simply replace the content using your local language teacher’s guide. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson. Following this session, participants will break into their small groups. Be sure to have prepared all the break out rooms in advance to ensure a smooth transition to small group work.


TERM 1 WEEK 9 DAY 1 ORAL LITERATURE SAMPLE LESSON PLAN Date: Class: Time: Learning Area: Number of children:

30/03/15 P1-B 11:00-11:30 am Oral Literature 55

Theme: Our Community Sub-theme: Important Places in Our Community Content: Story Title: Pride is Bad (fiction) Characters: Ojara, Ocitti, Okello and Owiny Setting: Tam-anyim village, at the homes of Ojara and Ocitti Action: A poor boy with a wise father and a rich boy with a lazy father grow up together in the village. In the end, the rich boy becomes poor and the poor boy becomes a doctor. Vocabulary Words: education, respect, assistance Skills: Listening, Speaking Competences:

The learner: • sings the traditional song Ï gang-kwanwa from memory. • uses the story title and prior knowledge to make predictions about what will happen in

the story. • listens attentively to the teacher. • uses context to make predictions about what will happen next in the story. • answers a guiding question related to the story. • identifies whether the story is a fiction or informative story. • demonstrates comprehension by identifying the main characters, setting and action in a

fiction story. • identifies vocabulary words from the story and uses them in a meaningful sentence.

Methods:

• Storytelling • Whole Group Discussion




• Respect References:



Teaching Procedure: Time Step Teacher’s Activity Learners’ Activity 1 min. I Getting Started

• Sing the introductory song.

• Learners sing a song with the teacher.

9 min. II Recite a Traditional Text • Sing the traditional song, Ï gang-kwanwa.

• Learners recite a traditional text from memory.

4 min. III Before Listening to the Story • Story Title: Pride is Bad • Guiding Question: Listen carefully and tell me

the danger of being proud.

• Learners use the story title and prior knowledge to make predictions about what will happen in the story.

5 min. IV Reading the Story Aloud Prediction Question: What do you think will happen to Ojara and his family?

• Learners listen attentively to the teacher.

• Learners use the story context to make predictions about what will happen next in the story.

7 min. V After Listening to the Story • Fiction Story

• Learners answer the Guiding Question.

• Learners identify whether the story was a fiction or informative story.

4 min. VI Vocabulary Words • education, respect, assistance

• Learners identify vocabulary words from the story and use them in a meaningful sentence.

Self-Evaluation:



Session SG1: Small Group Work Part 1: Lesson Plan Preparation

Duration: Days 2, 3 and 4, 12:30-1:30 pm (1 hour) Day 5, 11:30 am-12:30 pm (1 hour)

Background: In this session participants work in small groups to review the TG and develop a lesson plan. This session is facilitated by just one member of the facilitation team. This session is followed by a second small group session immediately after lunch in which participants practice each step in their lesson plan together. Note that both of these sessions are only shown here. You must refer back to these session plans on subsequent days.

Each small group is divided into three smaller groups of eight or fewer participants. Each of these groups should be assigned to develop one lesson plan from the three lessons demonstrated today (Literacy 1, Literacy 2 or Oral Literature).


• review the morning sessions. • review the lesson plan template. • cross reference the content in the Teacher’s Guide (TG) and Pupil Book (PB) with the

content in the Thematic Curriculum (ThC). • develop a lesson plan for the particular lesson they have been assigned.

Content Outline: • Lesson plan template in the local language • Cross-referencing content in the TG, PB and ThC • Lesson plan for a particular day

Methods: • Think-Pair-Share • Group Work

Teaching Procedure:

Time Step Competences Activities Resources 12 min. 1 The participants:

• review the morning sessions.

• review the lesson plan template.

• Review the main points covered during the morning sessions and answer any questions.

• Ask participants to review the local language lesson template individually. Then have participants pair up and review the lesson plan template and identify any questions they have. Answer any questions that arise.

• Select a session leader to lead the writing process.

• lesson plan template handout


Time Step Competences Activities Resources

3 min. 2 The participants: • cross reference the

content in the TG, PB and ThC.

• Turn to the page in the Teacher’s Guide “How to Teach” section that has the appropriate lesson template and review the lesson plan template with the participants.

• Ask participants to turn to “Weekly Lesson Support” section for Term 1 Week 8 and review that content.

• Also review the content in the Pupil Book for Term 1 Week 8.

• Cross reference the TG and PB with the appropriate pages in the MoES ThC.

• TG, PB and MoES ThC

45 min. 3 The participants: • develop a lesson plan for

the particular lesson they have been assigned.

• Review the process of developing a lesson plan that was modeled on Day 1 of this workshop.

• Assign each small group a Day 1 lesson plan to write, Literacy 1, Literacy 2 or Oral Literature.

• ALL members of the small group should write a lesson plan in their notebooks. The facilitator should oversee their writing and ensure that the lesson follows the “How to Teach” template.

• TG, PB, and MoES ThC and lesson plan template handout

• Notebook and pencil

Proof of Learning:

• The lesson plan the teacher writes Facilitators’ Notes: Trainers should try to review each small group’s lesson plan and provide feedback. In the section for annexes you will find the standard lesson plan format in local language and English those participants should use to create their own lesson plans. Teachers should write the local language lessons in their local language.


Session SG2: Small Group Work Part 2: Micro Teaching

Duration: Days 2, 3 and 4, 2:30-3:30 pm (1 hour) Day 5, 12:30-1:30 pm (1 hour)

Background: In this session participants will continue to work in their small working groups. By now, participants should have completed a draft of their lesson plan. This session is focused on having individuals practice the steps in the lesson plan in preparation for the next session in which one individual in the group is selected to make a presentation of the full lesson to the whole group.


• review the lesson plan they have written. • micro teach each step in the lesson plan. • select a group member to present to the full team. • support this person as s/he briefly reviews each step in the teaching procedure prior to the

presentation.

Content Outline • Completed lesson plan template in local language or English • The steps in the lesson plan template • Micro teaching

Methods: • Discussion • Group Work • Micro Teaching • Observation

Teaching Procedure:

Time Step Competences Activities Resources 10 min. 1 The participants:

• review the lesson plan they have written.

• The working group reviews the lesson plan that they wrote prior to lunch and makes final revisions.

• Completed lesson plan

30 min. 2 The participants: • micro teach each step in

the lesson plan.

• Participants take turns presenting each step of the lesson plan.

• Relevant instructional materials

20 min. 3 The participants: • present a condensed

version of the lesson to the full team.

• support the presenter as s/he practices the session presentation.

• One member of the group presents a condensed version of the lesson to the full team.

• The head teachers in the team briefly provide supportive feedback to the presenter.



Proof of Learning: • The micro teaching by individual teachers and the final presentation developed by the small

group Facilitators’ Notes: The Trainer should move around observing and supporting participants as they do the micro teaching in their small groups. Explain to the participants that although they should write their lesson plan for a standard 30 minute lesson, they should also plan a demonstration lesson which is only 15 minutes. It is important that the demonstration lesson models each step in the lesson, but due to the time constraints of this training, the presenter will only have 15 minutes to model all the steps. Therefore the person presenting the lesson needs to plan ahead to make sure they can move through the lesson at a brisk pace. This means explaining to the audience that certain parts of the lesson have been shortened due to time constraints. As part of their lesson preparation each team should use a piece of flip chart paper to write each of the steps of the lesson they will demonstrate along with amount of time they have planned for each step in their abbreviated 15 minute lesson. This will help the presenter keep the model lesson to the correct amount of time AND allow the evaluators to assess how well the presenter is able to keep time. Here is a sample outline for a 15 minute presentation lesson for the Literacy 2 Day 1 lesson:

Lesson Steps – Literacy 2 Day 1 Time

1. Alphabet Song/Chant 1 min.

2. Plan the Story 5 min.

3. Write the Story 4 min.

4. Make Corrections of the Story 3 min.

5. Read the Story 2 min.


Session SGP: Small Group Presentations

Duration: Days 2, 3 and 4, 3:30-5:00 pm (1. 5 hours) Day 5, 2:30-3:30 pm (1 hour)

Background: In this session each small group presents the lesson plan that they have been preparing. The head teachers of other groups are asked to be the evaluators to give the presenter feedback.


• prepare for the lesson presentation. • complete the lesson observation sheet. • observe a demonstration lesson. • provide feedback.

Methods: • Demonstration Teaching • Evaluation Session

Teaching Procedure:

Time Step Competences Activity Resources 3 min. 1 The participants:

• prepare for the lesson presentation.

• The small group making the lesson presentation prepares the chalkboard and anything else required for demonstrating the lesson.

• At the same time the small group assigned to evaluate the lesson prepares their lesson observation sheet.


• Lesson observation sheet

15 min. 2 The participants: • observe a lesson

demonstration. • complete the lesson

observation sheet.

• The selected participant presents the lesson to the whole group.

• The evaluators (head teachers) complete the lesson observation sheet.

• Materials required to teach the lesson

• Lesson observation sheet

12 min. 3 The participants: • provide evaluative

feedback.

• Each of the head teachers provides feedback.

• After they have provided feedback others share feedback.

• The facilitator thanks the presenter and his/her small group for their work.

NOTE: This 30 minute session is repeated for each of the lessons that are to be presented to the group.


Proof of Learning: • The final presentation developed by the small group • The feedback provided by the evaluators

Facilitators’ Notes: Organize the evaluator groups for this session so that head teachers of each small working group evaluate one other group. For example, head teachers of the group that presents the Literacy 1 lesson then evaluates the group that presents the Literacy 2 lesson and so on. On Days 2 and 3 there are three lessons to present so this session is scheduled for 1.5 hours. On Friday, there are only presentations for Literacy 1 and Literacy 2 so this session is scheduled for one hour. A copy of the lesson observation sheet follows. A full page copy is also found in the appendix. Lesson Observation Sheet

Use this lesson observation sheet to record your observations of the presenter. Hand over your written comments to the presenter at the end of the session.

1. Did the presenter teach each of the steps in the lesson?

2. Did the presenter use the methods and materials correctly?

3. Did the presenter keep time?

4. Did the presenter assess “learners” during the lesson?

5. Did the presenter use the language of instruction appropriately?

6. Do you have any other general comments for the presenter?


Day 3: Teaching the Days 2 and 4 Lessons

Orthography Session 0R2: Sound and Word Spelling Rules Duration: Day 3, 7:45-8:45 am (1 hour) Background: In this session, participants will be helped to understand the sounds of their language and the symbols representing those sounds, and how to use them appropriately. Note that the content for this session will largely be tailored to the specifics of each language, as are spelled out in the respective Orthography/Spelling Guides. Hence, while in the content and activities subtopics are suggested, the trainer should introduce only what is applicable, even if not it is not listed. Also, for some languages, the content that need be covered might be much more than time will allow. Trainers are encouraged to cover as much only as time allows and refer participants to the orthography guides for further reference. Session Competences: The participants:

• articulate the sounds of their language, the symbols that represent those sounds, and the rules for writing the sound such that they: o figures out new words themselves by correctly putting letters together to make

syllables, and putting syllables together to make words, phrases, and perhaps sentences o state the general rules in their orthography guides o accurately apply those spelling conventions to real writing experience in their language

Content Outline:

• Tone, or Rule exceptions in writing spoken vowel length, and vowel sequences • Overview of syllable and word division rules • Punctuation and other general writing rules

Methods:

• Explanation • Demonstration • Group discussion • Pronunciation and writing practice


Teaching Procedure:

Time Steps Competences Activities Resources 15 min 1 For languages that DO

represent TONE, the participants: • recognize the

various tone melodies and subsequent meaning distinctions and how these are marked in writing.

• Drill the participants in recognizing, pronouncing, and writing of tone

• Ask the participants to read through their orthography guides.

• Sets of example words, particularly of minimal pairs of vowel quality or vowel length


For languages that DO

NOT represent TONE, the participants: • gain further

understanding of the writing rules for the vowel and consonant sounds PARTICULARLY the exceptions to rules.

• Drill participants in recognizing and writing of vowel length, which is spoken but is NOT written.

• Let participants read the orthography guide and identify the exceptions to the rules, if any, for writing sequences of dissimilar vowels and/or of consonant combinations.


30 min 2 The participants: • understand the

rules for writing across boundaries of syllables, morphemes, words and phrases.

• Ask the participants to read through their orthography guide and identify the rule for spelling grammatical morphemes and other forms that apply to the language, e.g. o compound words o reduplicated (roots of) words

of the various kinds for the different shades of meanings

o personal pronouns o relative pronouns (dependent

vs. independent) o demonstrative pronouns o interrogative pronouns

(dependent vs. independent) o negative pronouns (dependent

vs. independent) o possessive pronouns

(dependent vs. independent) o other function words

(particles), at times involving

• Orthography Guide


elision/loss of final vowel, e.g. associative markers, as may be distinct from possessives

conjunctions locatives (pre/postpositions)

o any other noun or verb features that pose spelling difficulties e.g. augments, tense, singular vs. plural forms, etc.

15 min 3 The participants: • state the writing

rules for other general features of their language.

• Ask the participants to read through their orthography guide and identify the rule for writing aspects that may apply to their language, e.g. o proper nouns/names o dialect differences o borrowed words o punctuation

• Orthography guide

Proof of Learning: Observe teachers as they participate in a model lesson for the week. Do you observe any counter-intuitive spelling challenges especially where vowel length or tone has to be reflected? Or, where special symbols should be used, or perhaps minimal pairs should be included while teaching? Facilitators’ Notes: Tone A tonal language uses pitch differences as well as segmental sounds to distinguish its words, and/or in its grammar. The pitch pattern of a word is just as much a part of its ‘meaning’ as its consonants and vowels (and has to be learnt and imitated correctly by a learner, otherwise misunderstandings can occur). Lexical tone is that which distinguishes meanings of two words. Grammatical tone is that which affects the grammatical meanings of the same basic word. If tone is marked, make it clear which of the two, between lexical and grammatical tone, if not both, is marked. Also, take care to clarify the difference between tone marks and other (e.g. punctuation) symbols used in writing the language. If tone is not represented in the writing, focus on other vowel and consonant situations of ambiguity for spelling.



Duration: Day 3; 8: 45-9:00 am (15 minutes) Session 10: Teaching Literacy 1 Days 2 and 4

Duration: Day 3, 9:00-10:00 am (1 hour) Background: In this session participants will review the basic content required to deliver the Literacy 1/Reading lesson on Days 2 and 4. This content can be found in three reference documents:








Content Outline:

• The Literacy 1 Days 2 and 4 lesson focuses on developing learners’ reading competences by focusing on vocabulary words and word and sentence structure activities.

• The Literacy 1 Days 2 and 4 lesson focuses on developing these components of literacy instruction: alphabetic principle, reading fluency, vocabulary and comprehension.

• The steps in the Literacy 1 Days 2 and 4 lesson that are to be modeled: 1. Getting Reading 2. Vocabulary Words 3. Word Exploration 4. Word Structure (Day 2) Note that on Thursdays Step 4 above is focused on Sentence Structure.


Methods:


Teaching Procedure:


















• PB







Proof of Learning:

• Demonstration of the model lessons during the Small Group Presentations in the afternoon. Facilitators’ Notes: It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. It may be difficult for a teacher to hold both the appropriate teacher’s guide pages AND the pupil book pages at the same time. One recommendation is to have participants work together in pairs. Have one participant hold the pupil book and the other hold the teacher’s guide. That way they can follow both texts. Use the Literacy 1 sample lesson plan on the following page as your model when you plan this lesson demonstration. Change the content to fit your local language. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson.




31/03/15 P2-B 9:30-10:00 am Literacy 1 Reading 55

Theme: The Human Body and Health Sub-theme: Sanitation Content: Vocabulary Words: List the six vocabulary word of the day here Word Structure: Describe the word structure being taught today here Skills: Reading, Listening, Speaking Competences:

The learner: • reads words with increasing fluency. • identifies vocabulary words in a story. • uses vocabulary words to make meaningful sentences and identifies words with

similar and opposite meanings. • identifies and combines meaningful word segments (morphemes) to read whole

words with increasing fluency. Methods:

• I do. We do. You do. • Word Exploration




• Critical Thinking References:



Teaching Procedure:

Time Step Teacher’s Activity Learners’ Activity 5 min. I. Getting Ready • Learners sing and distribute books. 5 min. II. Our Vocabulary Words

• Read the vocabulary words to the learners.

• Read the words together. • Read the words in pairs. • Find the words in the story text.

• Learners read words with increasing fluency.

10 min. III. Word Exploration • Read the first word again. • Use it in a meaningful sentence. • Say a word that means the same or

the opposite. • Continue in the same way with the

words 2 and 3 with the whole class. • Do words 4-6 in small groups.

• Learners use vocabulary words to make meaningful sentences and identify similar and opposite words.

10 min. IV. Word Structure • Write the first word structure on the

board and model for the class. Then do the first word structure together as a class. Finally, ask learners to do the first word structure with a partner.

• Repeat in the same way with examples 2-3.

• Write the Application Example found in the TG on the board and have learners do it independently.

• Learners identify and combine meaningful word segments (morphemes) to read whole words with increasing fluency.

Self Evaluation: Strong points: Areas that need improvement: Way forward:


Session 11: Teaching Literacy 2 Days 2 and 4 Duration: Day 2, 10:30-11:30 am (1 hour) Background: In this session participants will review the basic content required to deliver the Literacy 2/Writing lesson on Days 2 and 4. This content can be found in three reference documents:








Content Outline:

• The Literacy 2 Days 2 and 4 lesson focuses primarily on developing learners writing skills through spelling and handwriting practice.

• The Literacy 2 Day 2 and 4 lesson focuses on developing these two components of literacy: alphabetic principle and writing fluency.

• The steps in the Literacy 2 Day 2 lesson that are to be modeled: 1. Alphabet Song/Chant 2. Breaking and Making 3. Handwriting Practice

4. Spelling Practice 5. Learning Journal

Methods:



Teaching Procedure:










• How to Teach section (Literacy 2 Days 2 and 4.)








• PB







Proof of Learning:

• Demonstration of the methods the facilitator models during the lesson presentation. Facilitators’ Notes: It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. It may be difficult for a teacher to hold both the appropriate teacher’s guide pages AND pupil book pages at the same time. One recommendation is to have participants work together in pairs. Have one participant hold the pupil book and the other hold the teacher’s guide. That way they can follow both texts. Use the Literacy 2 sample lesson plan on the following page as your model when you plan this lesson demonstration. Change the content to fit your local language. Cluster 1 facilitator’s (Ateso, Luganda, Leblango and Runyokole-Rukiga) should note that the “Making and Breaking” box is NOT included in their Weekly Lesson Support section of the teacher’s guide. P2 Master Trainers will need to determine a temporary “fix” for the 2014-2015 training cycle until this can be rectified in future editions. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson.




31/03/15 P2-B 10:00-10:30 am Literacy 2 Writing 55

Theme: The Human Body and Health Sub-theme: Sanitation Content: Breaking and Making: Write the word here Handwriting and Spelling Practice: Write the letters and words here Skills: Writing, Listening, Speaking Competences:

The learner: • recites the letters in alphabetical order. • reviews letter sounds introduced in P1. • forms and evaluates letters and words with attention to accuracy and speed. • segments words into individual sounds and syllables in order to spell correctly.

• reflects on his/her learning and writes a short summary of what he/she has learned. Methods:

• Class Discussion • Modeling • Collaborative Learning


• Pupil Books • Teacher’s Guide • Chalkboard and chalk • Exercise books


• Critical Thinking References:



Teaching Procedure: Time Step Teacher’s Activity Learners’ Activity 2 min. I. Alphabet Song/Chant

• Recite the alphabet with learners to indicate you are moving to the Literacy 2 lesson.

• Learners recite the letters in alphabetical order.

3 min. II. Breaking and Making • Show learners the review letter

sound. • Break and make the sample word.

• Learners review letter sounds introduced in P1 by breaking down and building up words that feature the review sound.

10 min. III. Handwriting Practice • Introduce the practice letter for the

day. Write the big and small form. • Introduce the practice words for the

day. Write them using the I do. We do. You do. method.

• Learners form and evaluate letters and words with attention to legibility and speed.

10 min. IV. Spelling Practice • Say the practice word and have

learners write it in their exercise books. Then write on the board and have learners check their work.

• Continue with the other words.

• Learners segment words into individual sounds and syllables in order to spell correctly.

5 min. V. Learning Journal • Ask learners to get out their learning

journals and have them write an entry.

• Learners reflect on their learning and write a short summary of what they have learned.

Self-Evaluation:



Session 12: Teaching News Days 2, 4 and 5

Duration: Day 3, 11:30 am-12:30 pm (1 hour)

Background: In this session participants will review the basic content required to deliver the News lesson on Days 2, 4 and 5. This content can be found in two reference documents:

• The Teacher’s Guide “How to Teach” section for News lesson on Days 2, 4 and 5. • The Teacher’s Guide “Weekly Lesson Support section on News for Term 1 Week 8. • The MoES and NCDC Thematic Curriculum. For purposes of demonstration we will refer to




• explain the content for News in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.


Content Outline:

• The News lessons on Days 2, 4 and 5 focus on developing learners’ writing, speaking and listening competences.

• The News lessons on Days 2, 4 and 5 focus on developing vocabulary, comprehension competences and writing fluency competences.

• The steps to be demonstrated in this News lesson include the following: 1. Prepare to Write 2. Model News Story 3. Learners Write News Stories 4. Learners Share News Stories in Small Groups 5. Select Learners Share News Stories

Methods: • Group Discussion • Model Teaching/Demonstration • Guided Reading


Teaching Procedure:


• identify the How to Teach section for News Days 2, 4 and 5.



• explain the content for News in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.




• Turn to the Weekly Lesson Support section for Term 1 Week 8 and review the News content needed to teach the lesson.

• How to Teach section (News Days 2, 4 and 5)

• Weekly Lesson Support Section (Term 1 Week 8 News)



• Tell one participant to find Step 1 on the third page of the How to Teach template for News Days 2, 4 and 5.

• Tell the partner to find the News story in the “Weekly Lesson Support” section.

• Model each step in the Step-by-Step Teacher’s Activity.


• Weekly Lesson Support section






Proof of Learning:

• Demonstration of the methods the facilitator models during the lesson presentation.


Facilitators’ Notes: It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. It may be difficult for a teacher to hold both the appropriate How to Teach pages AND Weekly Lesson Support section pages at the same time. One recommendation is to have participants work together in pairs. Use the News sample lesson plan on the following page as your model when you plan this lesson demonstration. Change the content to fit your local language and your individual preference for a News story. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson. Following this session, participants will break into their small groups. The session plans for the rest of the day can be found in the Day 2 section of this facilitator’s guide.


TERM 1 WEEK 8 DAY 2 NEWS SAMPLE LESSON PLAN Date: Class: Time: Learning Area: Number of children:

31/03/15 P2-B 11:00-11:30 am News 55

Theme: The Human Body and Health Sub-theme: Sanitation Content: Writing News stories about sanitation. I will model a news

story about a school clean-up day. Skills: Speaking, Writing, Listening Competences:

The learner:

• listens to the teacher model a news story about sanitation. • uses pictures, words and sentences to represent a meaningful news story. • writes his/her name with correct spelling and letter formation. • introduces one’s self and greets the class using the appropriate cultural norms, including

stating one’s full name. • tells a meaningful, well organized story to the class that demonstrates fluency of speech,

appropriate expression and confidence. • listens attentively to peers and participates in small group activities appropriately.

Methods:

• Modeling • I do. We do. You do. • Collaborative Learning




• Creative Thinking References:



Teaching Procedure: Time Step Teacher’s Activity Learners’ Activity 2 min. I Getting Ready

• Sing the News song. • Erase the chalkboard.

• Learners sing a song and prepare to write.

5 min. II Model News Story • Model a story about a school clean-up day.

• Learners listen to a model News story.

7 min. III Learners Write News Stories • Observe and assess learners as they write.

• Learners write their own news stories using pictures.

• Learners write their names. 5 min. IV Learners Share News Stories in Small Groups

• Learners listen to peers’

stories in small groups. 10 min. V Selected Learners Share Stories

• Select 5 learners to share stories to the class.

• Selected learners share their stories with the large group.

Self-Evaluation:



Day 4: Teaching the English Lessons

Session 0R3: Orthography - Grammar and Technical Terms

Duration: Day 4, 7:45-8:45 am (1 hour)

Background: In this session, participants will understand the basic guidelines used in teaching and planning Literacy lessons. The content can be found in the appendices of Teacher’s Guide:

• Glossary • Grammar Scope and Sequence (in the P2 Teacher’s Guide only) • Handwriting Guidelines for P1 or P2

Session Competences: The participant:

• understands the technical terms used in the Teacher’s Guide. • applies the word and sentences structures to teach basic grammar lessons in their language

appropriately and correctly. • identifies local language names for the four lines used for handwriting and explains how to

use each of them.

Content Outline: • The glossary provides an explanations for terms commonly used in the day-to-day teaching. • The grammar scope and sequences is an outline of word and sentence structures for

Tuesday and Thursday lessons for P2 Literacy 1. • The four lines of handwriting are used informing letters and patterns during the Literacy 2

lesson. In English the lines are given the following names: o Top line o Centre line o Base line o Bottom line

Methods: • Explanation • Demonstration • Group discussion

Teaching Procedure:

Time Steps Competences Activities Resources 20 min 1 The participants:

• understand the technical terms used in the Teacher’s Guide.

• Review the translated terms in the glossary and provide an explanation for each.

• Glossary

30 min 2 The participants: • apply the word and

sentence structures to teach basic grammar lessons in

• Review five lessons for Tuesday and Thursday language structure lessons.

• Identify when and how the word or sentence structure

• Pupil Book • Teacher’s

Guide


their language. is applied. 10 min 4 The participants:

• identify local language names for the four lines used for handwriting and explain how to use each of them.

• Review the patterns and letters for Term 1 Week 8 (P1 only).

• Provide local language names for the top line, centre line, base line and bottom line.

• Pupil Book

Proof of Learning:

• Observe teachers as they plan for their lessons, do they use the glossary? • Discussion points raised by participants in all steps in the above teaching procedure.


Duration: Day 4, 8: 45-9:00 am (15 minutes) Session 13: Introduction to English Days 1 & 3 Duration: Day 4, 09:00-10:00 (1 hour) Background: In this session participants will review the basic content required to deliver an English lesson on Day 1 or Day 3. This content can be found in three reference documents:

• The Teacher’s Guide (TG) “How to Teach” section for English Days 1 and 3. • The Pupil Book (PB). For purposes of demonstration we will refer to the content in Term 1

Week 8 of the Pupil Book. • The MoES and NCDC Thematic Curriculum. For purposes of demonstration we will refer to




• explain the content for English Days 1 and 3 in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.


Content Outline:

• The English Days 1 and 3 lesson focuses on developing learners’ oral language development using thematic vocabulary, sentence structures and read alouds.


• The English Days 1 and 3 lesson focuses on developing the following components of literacy: phonemic awareness, vocabulary and comprehension.

• The four steps in the English Days 1 and 3 lesson to be modeled are: 1. Getting Ready 2. Vocabulary 3. Sentence Structures 4. Story

Methods:


Teaching Procedure:


• identify the How to Teach section for English Days 1 and 3.







• Turn to the Weekly Lesson Support section for Term 1 Week 8 and review the English content needed to teach the lesson.

• How to Teach section (English Days 1 and 3)

• Weekly Lesson Support Section (Term 1 Week 8 English)



• Ask participants to open their PB to the appropriate page (Term 1 Week 8).

• Tell participants to find the Step-by-Step Teacher’s Activity in the How to Teach template for English, Days 1 and 3.



• PB



• identify additional instructional activities (Do




Mores) the teacher can do as time permits.

Proof of Learning:

• Demonstration of the model lessons during the Small Group Presentations in the afternoon. Facilitators’ Notes: It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson.

Session 14: Introduction to English Days 2 & 4 Duration: Day 4, 10:30-11:30 (1 hour) Background: In this session participants will review the basic content required to deliver an English lesson on Day 2 or Day 4. This content can be found in three reference documents:

• The Teacher’s Guide (TG) “How to Teach” section for English Days 2 and 4. • The Pupil Book (PB). For purposes of demonstration we will refer to the content in Term 1







Content Outline:


• The English Days 2 and 4 lessons focus on developing alphabetic principle through phonics instruction.

• The English Days 2 and 4 lessons focus on developing the following components of literacy: alphabetic principle, fluency and comprehension.

• The five steps in the English Days 2 and 4 lessons to be modeled are: 1. Getting Ready 2. Letter Names and Sounds 3. Decodable 4. Word Building 5. Reading Sentences

Methods:


Teaching Procedure:


• identify the How to Teach section for English Days 2 and 4.








• How to Teach section (English Days 2 and 4)





• Tell participants to find the Step-by-Step Teacher’s Activity in the How to Teach template for English, Days 2 and 4.



• PB


learning strategies one can

• Have participants turn to the second page of the How to Teach template for this lesson



use for remedial and accelerated learners.


and review the Differentiated Learning and Do More activities.

Proof of Learning

• Demonstration of the model lessons during the Small Group Presentations in the afternoon. Facilitators’ Notes It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson. Session 15: Introduction to English Day 5 Duration: Day 4, 11:30-12:30 (1 hour) Background: In this session participants will review the basic content required to deliver an English lesson on Day 5. This content can be found in three reference documents:

• The Teacher’s Guide (TG) “How to Teach” section for English Day 5. • The Pupil Book (PB). For purposes of demonstration we will refer to the content in Term 1





• explain the content for English Day 5 in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.

• participate in a demonstration of each of the steps in the teaching procedure.


• identify differentiated learning strategies one can use for remedial and accelerated learners. • identify additional instructional activities (Do Mores) the teacher can do.

Content Outline:

• The English Day 5 lesson focuses on assessing learners’ speaking and listening, reading and writing competences.

• The English Day 5 lesson focuses on developing the following components of literacy: phonemic awareness, vocabulary, alphabetic principle, fluency and comprehension.

• The five steps in the English Day 5 lesson to be modeled are: 1. Getting Ready 2. Vocabulary in Sentence

Structures

3. Letter Names and Sounds 4. Word Building 5. Reading Sentences

Methods:


Teaching Procedure:


• identify the How to Teach section for English Days 5.



• explain the content for English Day 5 in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.





• How to Teach section (English Day 5)





• Tell participants to find the Step-by-Step Teacher’s Activity in the How to Teach template for English, Day 5.



• PB

10 min. 3 The participants: • Have participants turn to the • How to Teach


• identify differentiated learning strategies one can use for remedial and accelerated learners.


second page of the How to Teach template for this lesson and review the Differentiated Learning and Do More activities.

section

Proof of Learning:

• Demonstration of the methods the facilitator models during the lesson presentation. • Ability to link the competences in the lesson plan and the continuous assessment monitoring

form to the actual activities in the lesson plan.

Facilitators’ Notes: It is recommended that participants follow along with the steps in the How to Teach section of the teacher’s guide as you model them. The How to Teach section always shows what the chalkboard should look like at the end of the lesson. We do not specifically address this content in the session plan, but be sure that you correctly model using the chalkboard during your demonstration lesson. Be sure to model the correct usage of the continuous assessment monitoring form when modeling the lesson. Following this session, participants will break into their small groups. Be sure to have prepared all break out rooms in advance to ensure a smooth transition to small group work.


Day 5: Teaching the Day 5 Lessons Session DR: Daily Reflection

Duration: Day 5, 7: 45-8:00 am (15 minutes) Session 16: The SHRP Assessment Model

Duration: Day 5 - 8:00-9:00 am (1 hour)

Background: Participants will acquire the basic knowledge required to assess learners using the SHRP continuous assessment model.


• define a competency-based assessment model and identify where to find the competences in the How to Teach section of the teacher’s guide.

• identify the four MoES literacy competences for assessment and how they relate to the Five Components of Literacy.

• describe why a continuous assessment model is important in early primary. • identify how the SHRP model supports teachers to do continuous assessment. • understand how to use the Continuous Assessment Monitoring Form to record assessment. • understand how to do summative assessments during Week 12. • identify and share challenges that impact learner assessment and possible solutions.

Content Outline:

• TG introductory pages in a handout, The SHRP Assessment Model (see Facilitator’s Notes) • The Continuous Assessment Monitoring Form • TG termly Week 12 summative assessment activities • Challenges associated with assessment

Methods: • Explanation/Instruction • Plenary Discussion • Demonstration

Teaching Procedure: Time Steps Competences Activities Resources 10 min. 1 The participants:

• define a competency-based assessment model and identify where to find the competences in the How to Teach section of the teacher’s guide.

• Ask participants to turn to the section of the teacher’s guide Introduction on The SHRP Assessment Model.

• Briefly review the MoES concept of a competency-based model.

• Identify where the

• TG


competences for each lesson are found in the How to Teach section.

10 min. 2 The participants: • identify the four literacy

competences for assessment and how they relate to the Five Components of Literacy.

• Review the 4 competences for assessment (reading, writing, listening and speaking) and discuss how they are related to the Five Components of Literacy introduced on the first day of the workshop.

• Tell participants to turn to the Scope and Sequence tables at the end of the Introduction section to see how they are related.

• TG

20 min. 3 The participants: • describe why a

continuous assessment model is important in early primary.

• Identify how the SHRP model supports teachers to do continuous assessment.

• Discuss the Matthew Effect and explain why a continuous assessment model is important in early primary.

• Explain how assessment of competences is built into every lesson and that the Friday lessons are specially set aside for revision and assessment of the week’s content.

• TG

20 min. 4 The participants:

• understand how to use the Continuous Assessment Monitoring Form to record assessment.

• Ask participants to turn to the sample CAM Form in the Introduction section of the teacher’s guide.

• Review the continuous assessment monitoring form overview.

• Look at the sample form and review the competences for assessment in the five literacy lessons.

• Discuss how to use the marking guidelines in the CAM Form.

• TG

20 min. 5 The participants: • understand how to do

summative assessments during Week 12.

• Read the last page on page 4 of the handout about summative assessment.

• Review the sample Week 12 summative assessment page.

• Discuss how to do summative assessment activities.

• TG

Proof of Learning: • Appropriate responses during plenary discussion.


Facilitator Notes: Be sure to identify and review the CAM Form and Scope and Sequence sections in the Introduction AND the Week 12 Assessment in the Weekly Lesson Support section of the teacher’s guide prior to facilitating this session.

Session 17: Teaching Literacy 1 Day 5 Duration: Day 5, 9:00-10:00 am (1 hour) Background: In this session participants will acquire the basic content required to deliver a Literacy 1/Reading lesson on Day 5. This content can be found in three reference documents:

• The Teacher’s Guide (TG) “How to Teach” section for Literacy 1 Day 5. • The Pupil Book (PB). For purposes of demonstration we will refer to the content in Term 1





• explain the content for Literacy 1 Day 5 in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.


Content Outline:

• The Literacy 1 Day 5 lesson focuses on developing learners’ reading competences through a combination of phonics and whole language activities.

• The steps in the Literacy 1 Day 5 lesson that are to be modeled: 1. Getting Ready 2. Read the Whole Story 3. Vocabulary Assessment

4. Word Structure Assessment 5. Sentence Structure Assessment

Methods:



Teaching Procedure:


• identify the How to Teach section for Literacy 1 Day 5.








• How to Teach section (Literacy 1 Day 5.)





• Tell participants to find the Step-by-Step Teacher’s Activity in the How to Teach template for Literacy 1, Day 5.



• PB






Proof of Learning: • Demonstration of the methods the facilitator models during the lesson presentation. • Ability to link the competences in the lesson plan and the continuous assessment monitoring


Facilitators’ Notes:

See the Facilitators’ Notes from Days 1 and 3 or Days 2 and 4.




3/04/15 P2-B 9:30 - 10:00 am Literacy 1 Reading 55

Theme: The Human Body and Health

Sub-theme: Sanitation

Content: Vocabulary Review: Write the vocabulary words for review here

Word Structure Review: Write the answers for the Word Structure Review here

Sentence Structure Review: Write the answers for the Sentence Structure Review here

Skills: Reading, Listening, Speaking

Competences: The learner: • retells a story from memory. • reads texts with increasing fluency. • identifies and defines thematic vocabulary.

• identifies and combines meaningful word segments (morphemes) to read whole words with increasing fluency.

• identifies and uses grammatical features of the language correctly.

Methods: • Continuous Assessment • I do. We do. You do. • Collaborative Learning

Instructional Materials: • Pupil Books • Teacher’s Guide • Chalkboard and chalk • Exercise Books

Life Skills and Values: • Effective communication

References: • MoES Curriculum Guide, page 20-21 • SHRP teacher’s guide and pupil book


Teaching Procedure: Time Step Teacher’s Activity Learners’ Activity 5 min. I. Getting Ready

• Prepare the chalkboard as learners sing.

• Learners sing the Literacy 1 song.

10 min. II. Read the Whole Story • Select learners to retell the story. • Read the story aloud as learners

listen. • Read together as a class. • Read in small groups. • Select individuals to read portions of

the story aloud.

• Learners retell a story from memory. • Learners read texts with increasing

fluency.

5 min. III. Vocabulary Assessment • Find vocabulary words in the

picture. • Ask learners to use the words they

find in meaningful sentences.

• Learners identify and define thematic vocabulary.

5 min. IV. Word Structure Assessment • Do sample word structure exercises

as a class. • Ask learners to do word structure

exercise on their own.

• Learners identify and combine meaningful word segments (morphemes) to read whole words with increasing fluency.

5 min. V. Sentence Structure Assessment • Do sample sentence structure

exercises as a class. • Ask learners to do sentence structure

exercise on their own.

• Learners identify and use grammatical features of the language correctly.

Self Evaluation:



Session 18: Teaching Literacy 2 Day 5 Duration: Day 5, 10:30-11:30 am (1 hour) Background: In this session participants will acquire the basic content required to deliver a Literacy 2/Writing lesson on Day 5. This content can be found in three reference documents:

• The Teacher’s Guide (TG) “How to Teach” section for Literacy 2 Day 5. • The Pupil Book (PB). For purposes of demonstration we will refer to the content in Term 1





• explain the content for Literacy 2 Day 5 in the “Weekly Lesson Support” section of the TG for Term 1 Week 8.


Content Outline:

• The Literacy 2 Day 5 lesson primarily focuses on assessing learners’ writing competences through handwriting and spelling assessments.

• The steps in the Literacy 2 Day 5 lesson that are to be modeled: 1. Alphabet Song/Chant 2. Alphabet Game 3. Handwriting Assessment

4. Spelling Assessment 5. Learning Journal

Methods:



Teaching Procedure:


• identify the How to Teach section for Literacy 2 Day 5.








• How to Teach section (Literacy 2 Day 5)





• Tell participants to find the Step-by-Step Teacher’s Activity in the How to Teach template for Literacy 2, Day 5.



• PB






Proof of Learning: • Demonstration of the methods the facilitator models during the lesson presentation. • Ability to link the competences in the lesson plan and the continuous assessment monitoring



See the Facilitators’ Notes from Days 1 and 3 or Days 2 and 4.




3/04/15 P2-B 10:00 – 10:30 am Literacy 2 Writing 55

Theme: The Human Body and Health Sub-theme: Sanitation Content: Handwriting and Spelling Assessment: Write the letters and words to be assessed here Skills: Writing, Listening, Speaking Competences:

The learner: • recites the letters in alphabetical order and arranges words in alphabetical order.

forms letters with attention to legibility and speed.

• segments words into individual sounds and syllables in order to spell correctly. • reflects on his/her learning and writes a short summary of what he/she has learned.

Methods:

• I do. We do. You do. • Continuous Assessment


• Exercise books and pencils • Teacher’s Guide • Chalkboard and chalk


• Effective communication • Interpersonal relationships • Respect

References:



Teaching Procedure:

Time Step Teacher’s Activity Learners’ Activity 12 min. I. Alphabet Song/Chant

• Sing the alphabet song/chant to signal the beginning of the lesson.

• Learners identify letters in the local language alphabet by name and sound and know the alphabetical order of the letters.

3 min. II. Alphabet Game • Play the alphabet game with

learners.

• Learners identify letters in the local language alphabet by name and sound and know the alphabetical order of the letters.

10 min. III. Handwriting Assessment • Write the letters to be assessed on

the board. • Tell learners to write them in their

exercise books.

• Learners form letters with attention to legibility and speed.

10 min. IV. Spelling Assessment • Say the first word or sentence aloud

and then have learners write it in their exercise books.

• Repeat with the other words/sentences.

• Learners segment words into individual sounds and syllables in order to spell correctly.

5 min. V. Learning Journal • Ask learners to write in their

learning journals.

• Learners reflect on their learning and write a short summary of what they have learned.

Self Evaluation: Strong points: Areas that need improvement: Way forward:


Session 19: Evaluation

Duration: Day 5, 4:00-4:30 (1/2 hour)

Background: In this session participants will provide their final feedback to the workshop facilitators.


• demonstrate understanding of the purpose of the evaluation session. • reflect on the training and provide feedback.

Content Outline: • The evaluation questions

Methods: • Reflective writing

Teaching Procedure:

Time Steps Competences Activities Resources

1 The participants: • demonstrate

understanding of the purpose of the evaluation session.

• Thank participants for their cooperation and participation in the workshop.

• Explain that this session is a chance to provide final feedback to the trainers.

• Review the 3 evaluation questions that have been pre-written on a flip chart paper.

• 3 evaluation questions written on a flip chart

20 min. 2 The participants: • reflect on the training

and provide feedback.

• Give participants time to respond to the evaluation questions on a piece of blank paper.

• Paper and pen

5 min. 3 The participants: • share feedback.

• Collect the evaluation forms and turn them over to the Site Manager for further processing.

• Completed evaluation forms

Proof of Learning: • The completed evaluation forms


Here are the 3 questions: 1. Name the three most important new ideas you learned at this workshop. 2. Name the three things you like best about this workshop. 3. Name the three things you would most like to improve about this workshop.


Session 20: Workshop Way Forward and Closing Session

Duration: Day 5, 4:30-5:00 (1/2 hour)

Background: This session takes place in plenary with all the participants. In this session participants will hear a series of short speeches that summarize the workshop activities and prepare them for the work they will be doing in the field.


• summarize the activities of the training workshop. • Identify the key activities they will undertake over the course of the coming academic year

to implement the SHRP literacy model.

Content Outline: • Workshop summaries

Methods: • Plenary Presentations/Discussions

Teaching Procedure:


• identify the key activities they will undertake over the course of the coming academic year to implement the SHRP literacy model.

• The Professional Development Specialist (at Master Training) or the Site Manager (at the ToT & Teacher Training) presents the Way Forward after the training workshop.

5 min. 2 The participants: • summarize the activities

of the training workshop.

• A representative of the participants makes a short speech.



• A representative from the facilitators makes a short speech.

5 min. 4 The participants: • identify the key activities

they will undertake over the course of the coming academic year to implement the SHRP literacy model.

• The CoP SHRP makes a short speech (at Master Training) or the PTC Principal (at the ToT & Teacher Training), makes a short speech and introduces the Chief Guest.



• The Chief Guest makes a short speech and officially closes the training workshop.


Proof of Learning:

• Results of monitoring field visits.


Ensure that the Chief Guest is invited early enough and arrives in time. Have a back-up plan in case the chief guest does not arrive so as not to delay the closing of the workshop.


ANNEXES

1. Ateso Lesson Plan Template

2. Leblango Lesson Plan Template

3. Luganda Lesson Plan Template

4. Runyankore-Rukiga Lesson Plan Template

5. Leb Acoli Lesson Plan Template

6. Lugbarati Lesson Plan Template

7. Lumasaba Lesson Plan Template

8. Runyoro-Rutoro Lesson Plan Template

9. English Lesson Plan Template

10. Facilitation Roles for Teacher Training

11. Modifications for Special Needs Learners

12. Lesson Observation Sheet

13. NCDC Report Writing Format

14. Daily Registration Form

15. Continuous Assessment Monitoring (CAM) Form


1. Ateso Lesson Plan Template: Aparasia: Atukot: Apak: Ibore yen isisia: Etiai lo idwe:

Akou na Akirot: Nuetiakunitai: Nuisisia: Apirianuto: (Asiom, Aiwadika, Aipup, Einer) Amisikineta: Esisian... Eisisianakinete: Isisiaeta: Apirianuto nujaris ka iponesio luitopoloritai (Aanyuneta): Nedumakina: Nutupitono isisia: Apak Adoketait Nuiswamai esisianakinan Nu iswamai esisian I II III IV V Nuapotu kotakanutu:

Nuiswamauna ejok: Nuekotos aitemokinio: Nuebeit aswam:


2. Leblango Lesson Plan Template:

Nino dwe Kilaci Cawa Gin apwonya Wel otïnö

Pënkop: Jaŋ pënkop: Gin ame apwonynyo: Dïrö: (Kwan, Cöc, Winy, Lok) Kwïdïrö: Atïnkwan römö... Yore me pwony: Jami pwony: Dïrö Kwö kede bërërë (Anyut): Ajür: Kite me pwony iyore iyore: Cawa Citep Tic apwony Tic otïnö I.

II.

III.

Këbörö adwoggi me pwony:

Jami ame owoto a bër: Kagi mögö ame amïttö köny: Gin atïma:


3. Luganda Lesson Plan Template:

Ennaku z’omwezi:

Ekibiina: Obudde: Essomo: Omuwando gw’abayizi:

Omulamwa: Ekitundu ky’omulamwa: Eby’okuyigako: Obukugu: (okusoma, okuwandiika, okuwuliriza, okwogera) Obusobozi: Omuyizi… Ensomesa: Ebikozesebwa: Obubonero obulaga ensa: Webivudde: Emitendera gy’okusomesa: Obudde Omutendera Omulimu gw’omusomesa

(Ebikolebwa omusomesa) Omulimu gw’omuyizi (Ebikolebwa omuyizi)

I II III IV V Okwekebera:

Ebigenze obulungi: Ebyetaaga okulongoosa: Ebyokukola okulongoosa:


4. Runyankore-Rukiga Lesson Plan Template: Ekiro: Ekibiina: Eshaaha: Eishomo: Omubaro gw’abeegi:

Omutwe gw’eishomo: Ekichweka ky’ omutwe gw’eishomo: Eky’okwegaho: Oburyo: (Okushoma,Okuhandiika, Okuhurikiza, Okugamba) Eby’okubaasa: Omwegi… Entwaza: Eby’okukoresa: Obumanyiso bw’ oburyo bw’okwebeisaho n’emitwarize. Oburugo: Enkuratanisa y’eishomo: Eshaaha Eitembero Omurimo gw’omwegyesa Omurimo gw’omwegi I II III IV V Okweshwijuma:

Ebyakorwa gye: Eby’okutamu amaani: Ebiraije kukorwa:


5. Lebacoli Lesson Plan Template

Nïnö dwe: Kïlacï: Cawa: Gin apwonya Wel lotïnö:

Dul pwony:

Dul pwony matïdï:

Gin më apwonya:

Dïrö: (kwan, cöc, winyö, loko)

Kero: Latïn römö…

Jami më pwony:

Dïrö me kwö kï bërë( Lanyut):

Ka nongo ngec:

Kit ma pwony woto kwëdë:

Cawa Rwöm Tic pa lapwony Tic pa lotïnö

I II III IV V

Lok pa Lapwony:

Gin ma otïmë mabëcö:

Gin ma mïtö ayuba:

Gin ma myero atïm:


6. Lugbarati Lesson Plan Template

Mbá o’dʉ K�lás� Sáwà Àfa imbálé r� Kàlàfe anzɨ n�

E’yó dr� àmbó r�:

È’yó drì were r�:

È’yó ɨmbá lé r�:

Òndʉá ɨmbá lé ‘d�yɨ: (Làtáá, Sìtáá, Er�táá, Nzetáá)

Àfa mvá n� ecólé ‘yelé rá ‘d�yɨ:

Mvá nɨ…

Gèr� ɨmbázʉ ‘d�yɨ:

Àfa ayʉ lé ‘d�yɨ:

Òndʉa ɨsʉlé ‘d�yɨ:

Bʉkʉ ayʉlé ‘d�yɨ:

Òt�tá ɨmbátá n� :

Sáwà Èselé Àz� ɨmbápɨ nɨ ‘yelé r� Az� anzi e’yɨ n� ‘yelé r�

I.

II.

III.

IV.

Àzɨ pámvʉ andr� zʉ:

E’yó òny�rʉ ‘d�yɨ:

E’yó otʉtá lé pɨ d�yɨ:

Òt�táá e’yó otʉzʉ r�:


7. Lumasaba Lesson Plan Template

Kumurwe: Lusoca: Bye khuleekela: Bye khukhwika (khusoma, khurona, khurekereesa, khukanikha): Byesi umusomi anyala khukhola: Umusomi… Tsingeli tsye khuleekela: Biyeeta khuleekela: Bikhuyeeta mu byesi khukhola ni sambo yekhumenya bulayi: Isi byekhuleekela byamile: Inondelela ye khuleekela: Isawa Lindala Kimilimo kyo muleekeli Kimilimo kyo musomi I. II. III. IV. V. Khukhwikhebela

Bitsile bulayi:

Bikana khuŋonamo:

Byesi inakhola khuŋona:

Sibiina: Isawa: Syekhusoma: Bukali bwe babaana:


8. Runyoro-Rutoro Lesson Plan Template

Omutwe: Omutwe omutaito: Eby’okwegaho: Obukugu: (kuhuliiriza, kubaza, kusoma, kuhandiika) Obusobozi: Omwegi… Emikorre: Eby’okukozesa omu kwega: Ebirukwoleka obulyo n’emigaso y’okweyemerezaaho: H’okujuliza: Emigendere y’okwegesa: Obwire Idaara Ekiru kukorwa omwegesa Ekiru kukorwa abeegi I. II. III. IV. V. Kwekebera:

Ebigenzirekurungi:

Ebirukwetaagakusemeza:

Ekirakurataho:

Ebiro By’okwezi: Ekitebe: Obwire: Isomo: Omuhendogw’abeegi:


9. English Lesson Plan Template Date: Class: Time: Learning Area: Number of children:

Theme: Sub-theme: Content: Skills: (Reading, Writing, Listening, Speaking) Competences: The learner… Methods: Instructional Materials: Life Skills and Values (Indicators): References: Teaching Procedure: Time Step Teacher’s Activity Learners’ Activity I II III IV V Self-Evaluation:



10. Facilitation Roles for Teacher Training:

Host Principal • Oversee meals and ensure they are delivered on time and that participants can move through

the line in a timely fashion so as to not delay sessions. • Make sure that first aid supplies are present. • Prepare the accommodation for participants and ensure the orderly assignment of rooms to

participants. Oversee the hygiene and functionality of the bathing and toilet facilities • Ensure that there is enough space for breakout sessions as well. Also be sure that coordinating

centres that have been broken into two working groups each have their own classroom and breakout spaces.

Site Manager A site manager is the person in charge of running the training site. Specifically he/she is supposed to: • Oversee the smooth running of the workshop/training/planning. • Oversee the registration of participants and distribution of stationery and other resources. • Take lead to solve any educational issues that arise during the workshop with assistance from

the Trainers. • Take lead to solve any administrative issues that arise during the workshop with assistance from

the Host Principal. • Lead the climate setting session/select other people to lead it. • Pay participants and facilitators’ dues as per the budget provided in case of cash payment. • Ensure that Mobile Money data is verified and sent to SHRP Offices in time • Check on the PTC/Venue hygiene, water and power supply for teacher training and advise

accordingly. • The Site Managers are responsible for emailing the ToT or teacher training report(s) to the

Professional Development Specialist using the email below: [email protected] Lead Trainer (There is 1 Lead Trainer in each training team) • Support the Trainers in planning and delivering their sessions. Supervise their sessions and

provide supportive feedback. • Take charge of one of the two teams in the training group. • Ensure all participants in your training group are registered and attend sessions, right from the

arrival day. The two Trainers will support you in this responsibility. • Share in the delivery of sessions to participants as outlined in this Facilitator’s Guide. • Lead the morning Review Sessions each day to ensure key content from the previous day has

been retained. • Lead the afternoon Reflection Sessions each day to ensure key learnings are captured in

participants’ reflection journals. • Read the reflection journals for participants in your team every evening and take note of key

issues that need addressing. Write a summary of the significant reflections in your own journal each evening.

• Write a report on the training group you supervised, which will help contribute to writing a CC report during the last night of the training.

mailto:[email protected]


Trainer (There is one other Trainer in each training team) • The Trainer is responsible for one of the two teams in the training group. • Ensure all participants in your training team are registered and attending sessions, right from the

arrival day. Report any absences to your Lead Trainer. • Teach the sessions as outlined in this Facilitator’s Guide to participants. • Read the reflection journals for participants in your team every evening and take note of key

issues that need addressing. Write a summary of the significant reflections in your own journal each evening.

• Contribute to writing the report for your training group. Workshop Monitors (1 per PTC) • Participate in the workshop as an observer to gain insight on its implementation. • Observe teaching, small group and reflection sessions and evaluate for future trainings. • Read journals and take notes for purpose of improving training systems and content. • Conduct key informant interviews of participants and facilitators to gather further data for

improving workshops. • Provide feedback to the Trainers and Support Supervisors. • The Workshop Monitor is responsible for emailing a report to SHRP using the email below:

[email protected] SHRP Representatives • Work hand-in-hand with the Principal and workshop facilitation staff to ensure the success of

the workshop. • Communicate and report on any issues impacting the effectiveness of the workshop to the

Professional Development Specialist. • Fulfill any other assignments given at the workshop. Field Assistants • Organize and label rooms at CPTC venues under the guidance of the Site Manager and or the

College Administration. • Arrange the Arrival Packets, i.e. put notebooks and handouts in clear/pocket bags. • Register participants using pre-populated forms provided by USAID/Uganda School Health and

Reading Program. • Register participants for Mobile Money and help the participants verify their numbers. • Enter the collected data into a computer in excel. Clean the data and collaborate with the Site

Manager on how to send to the SHRP Finance Team after completing the morning and afternoon registration.

• Attend the training.

mailto:[email protected]


Professional Development Specialist • Overall coordination of the regional workshops at the training venues. • Ensure that instructional resources for the teacher training are delivered to the PTCs in a timely

manner. • Collect the reports from the training sites and consolidate them into one report to be shared

with major stakeholders. • Attend sessions, read journals and get an overall feel for how the trainings are going on. Composition of the Team Groups • Each team has about 20 schools comprising 50 teachers. The team is supervised by the Support

Supervisor, Site Manager together with the Lead Trainer. All the main sessions are delivered to this group by the Lead Trainer and the other Trainer assigned to this group.

• The team is broken down into 2 working groups of at most 25 participants. During small group sessions each of the 2 Trainers is assigned to work with one working group.

• During the Small Group Presentation Lessons that occur every afternoon starting on Day 2 the participants should make presentations in their working groups.


11. Modifications for Special Needs Learners

1. General Modifications: Use of real materials, models, pictures, large font, speaking aloud, use of signs/gestures, use of repetition (for easy mastery), use of Braille/tactile pictures

2. Modifications for Literacy and Storytelling Activities:

A. For Blind Learners:

o Sit in front. o Tell the story in a systematic way. o Use simple words. o Speak slowly and clearly.

B. Partially-sighted Learners: o Sit in front. o Make big, colourful pictures. o Use large font text.

C. Deaf Learners: o Sit in front and use lip reading. o Provide pictures in a story sequence. o Use signs and gestures as you tell the story.

D. Hard of Hearing Learners: o Use pictures (coloured). o Speak in a loud, clear voice. o Combine speech with some signs and gestures.

E. Intellectually Challenged Learners: o Use very simple stories. o Show pictures of main characters in the story. o Allow them to tell their own stories that interest them. o Do not force them into an activity when they show no interest.

F. Gifted and Talented Learners o Give them extra reading materials at their level. o Provide them with a rich reading environment.

G. Learners with Reading Difficulties (Dyslexia) o Move slowly with them. o Understand their weaknesses, e.g. letter mirroring. o Give very simple words to read and a lot of repetition. o Do not teach a new concept before mastery of the first. o In large classes such learners should sit in front.


12. Lesson Observation Sheet:

Use this lesson observation sheet to record your observations of the presenter. Hand over your written comments with the presenter at the end of the session.

1. Did the presenter teach each of the steps in the lesson?

2. Did the presenter use the methods and materials correctly?

3. Did the presenter keep time?

4. Did the presenter assess “learners” during the lesson?

5. Did the presenter use the language of instruction appropriately?

6. Do you have any other general comments for the presenter?


13. NCDC REPORT WRITING FORMAT: From the Upper Primary Curriculum Review Orientation Manual (2012) • Background

• Purpose of the workshop

• Workshop objectives

• Workshop output

• Attendance/Number of participants( male &female)

• Training materials/stationery

• Workshop venue

• Successes

• Challenges

• Strategies for improvement

• Way forward


14. DAILY REGISTRATION FORM


15. Continuous Assessment Monitoring Form

Facilitator’s Guide for Teachers’ Training: P2 Early Grade ... · PDF fileFacilitator’s Guide for Teachers’ Training: P2 Early Grade ... the teacher training. As a...

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