Tusome Early Literacy Programme Training Manual

The programme aims to improve early literacy skills among primary school students. The training manual is divided into four days, with each day focusing on specific topics and activities. Day 1 of the training begins with an introduction to the programme, its objectives, and the importance of early literacy success. The trainer is expected to establish norms and expectations for the training, including the use of energizers to keep participants engaged. The Direct Instruction Model is introduced, which emphasizes the use of explicit instruction and formative feedback to improve student learning. The "Perky Pace" approach is also discussed, which involves using a fast-paced and engaging teaching style to capture students' attention. The training manual also covers the components of reading, including phonological awareness, alphabetic principle, and comprehension. Day 1 focuses on phonological awareness, with activities such as "I do," "We do," and "You do" to engage participants and demonstrate the concepts. The trainer is expected to provide formative feedback and drill and homework activities to reinforce the learning. Day 2 continues with the topic of phonological awareness, focusing on oral blending and the introduction of the alphabetic principle. The trainer is expected to lead activities such as English sound practice, phonological awareness, and alphabetic principle, with participants engaging in "I do," "We do," and "You do" activities. The training manual also covers the importance of vocabulary and comprehension in reading. Day 3 focuses on English oral language development, teacher read-aloud story, vocabulary, and comprehension. The trainer is expected to lead activities such as teacher read-aloud story, vocabulary, and comprehension, with participants engaging in "I do," "We do," and "You do" activities. The training manual also covers the importance of formative feedback and drill and homework activities to reinforce the learning. Day 4 is a review day, where the trainer is expected to review the concepts covered in the previous days and provide feedback to participants. The training manual also covers the importance of putting it all together, with participants engaging in activities such as putting it all together in English and Kiswahili. The trainer is expected to provide a final feedback session and review of expectations. The training manual also includes appendices, such as the teacher training participants list, mastery card, training report template, and classroom observation tool. The trainer is expected to use these tools to track participant progress and provide feedback. Overall, the Tusome Early Literacy Programme Training Manual is a comprehensive guide for teacher training in Kenya, focusing on improving early literacy skills among primary school students. The training manual covers a range of topics, including phonological awareness, alphabetic principle, vocabulary, and comprehension, and provides activities and resources for trainers to engage participants and reinforce learning.