GHANA EDUCATION SERVICE

Differentiated Learning (DL)

English Language Resource Packet

NOVEMBER, 2020.

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Acknowledgement

This Resource Packet is a result of the collaborative effort between Ghana Education Service
(GES) and its partners. In a special way, GES would like to thank its partners for working
tirelessly to support implementation of Ministry of Education priorities. We wish to thank
various organizations for their dedicated support to Differentiated Learning initiatives.

Special thanks to the team of content developers for writing and updating this Guide, to
UNICEF, IPA and Right to Play for supporting this work. We are grateful to the literacy and
numeracy experts from Colleges of Education, Senior High Schools, Non-Governmental
Organizations, the staff of Metropolitan, Municipal and District Education offices of the
Ghana Education Service for the various roles they played in the successful development of
the materials.

Many partners have played critical roles in the Differentiated Learning Intervention
programme. The World Bank and UNICEF, in particular, have supported the teacher
continuous professional development efforts of GES and this partnership has been
indispensable in implementing the DL Programme.

Sincere thanks go to the Schools and Instructions Division of the GES for working around the
clock to get this project running within the stipulated time frame. This acknowledgment will
not be complete without special recognition for the project team of the Strengthening Teacher
Accountability to Reach all Students (STARS) with support from UNICEF and IPA. The
Differentiated Learning approach is an up-scale of STARS’ Targeted Instruction programme.

One purpose of this programme is to ensure that Ghanaian learners have the required skills to
make them useful citizens to the Ghanaian society and the world at large. It is always
important to remember that we reach the Ghanaian child through the teacher. So our
commitment to support teacher development and the education system should be targeted at
the teacher and learner.

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Foreword
The Differentiated Learning (DL) programme seeks to give remediation to learners in
Ghanaian primary schools by embedding teacher-led differentiated learning within the
existing government structure. The programme focuses on equipping teachers with the
requisite knowledge and skills to be able to support Basic Two to Basic Six learners who are
struggling in English Language and in Mathematics to acquire basic skills in these subjects to
be able to catch up with the regular curriculum.

This is achieved by developing differentiated learning instructional materials and training

teachers to teach learners at their level to reduce the gap between their knowledge and the
official standards of the National Council for Curriculum and Assessment (NaCCA)
curriculum for literacy.

The Ministry of Education (MoE) and the Ghana Education Service (GES) are grateful to
UNICEF and IPA for this innovative approach to equip teachers to teach at the level of the
learner. This will help learners in the targeted grades who are performing below their grade
levels in English and Mathematics acquire the needed foundational skills to enable them to
perform at grade level.

.....................................................

Prof. Kwasi Opoku-Amankwa

(Director-General, Ghana Education Service)

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 Differentiated Learning Instructional Materials Development Team
Name Institution
English Language Content Development Team
1. Bernard Boaheng Executive Director, Splendid
2. Comfort Dovlo Accra College of Education
3. Freda Quao Accra College of Education
4. Kukua Andoh Robertson Achimota School
5. Alfred Quaitoo Kaneshie Senior School
6. Alexandra Tetteh Accra Girls Senior High School
7. Justice Addoko University of Ghana Practice School
8. Moses Gomeh National Council for Curriculum And Assessment
9. Abu Kassim, Tolon Education Office
10. Eric Kumbeh Karaga Education Office
11. Emmanuel Asante Bechem College of Education
12. Joana Vanderpuije National Council for Curriculum and Assessment
Mathematics Content Development Team
13. Stephen Nukporfe Abetifi Presbyterian College of Education
14. Charles Bediako Ampofo Plan International Ghana
15. Eric Osei – Adofo Odupongkpehe Basic School
16. Gershon Awudi Achimota Senior High School
17. Eric Kwabena Abban Mount Mary College of Education
18. Isaac Buabeng Accra Academy Senior High School
19. Francis Martey Asare Presbyterian College of Education
20. Emmanuel Kofi Otchere Larbi Presytarian Women’s College of Education
21. Babaneto Deliverer Kpandai Senior High School
22. Francesca Haizel National Teaching Council
23. Abigail Oduro National Council for Curriculum and Assessment
Expert Review Team
24. Dr Eric Anane University of Cape Coast
25. Dr Paul Butakor University of Ghana, Legon
26. Dr Benjamin Edufo Arthur University of Cape Coast
27. Dr John Sedafia University of Ghana, Legon
28. Listowel Abbew University of Cape Coast
29. Komi Nuvlo Plan International
Graphic Designers
30. Emmanuel Fokuo
31. Prince Stallone Dagah
GES Coordinating Team
32. Nana Yaa Kuffour (DL Lead )
33. Isaac Yeboah
34. Hannah Owusuaa
35. Faustina Graham
Lead Facilitator and Technical Advisor
36. Dr Kingsley Arkorful

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Contents
GLOSSARY OF KEY TERMS........................................................................................3

DIFFERENTIATED INSTRUCTION CONCEPT.........................................................4

TIMELINES...................................................................………………………………..

ASSESSMENT AND GROUPINGS..............................…...….………………………..

ASSESSMENT OF LEARNERS IN THE GALOP PROGRAMME..............................7

ADAPTED ENGLISH ASER TOOL...............................................................................7

ADAPTED MATH ASER TOOL..................................................................................11

ASSESSMENT RECORD SHEETS..............................……………………………..…

CLASS MONITORING TOOL......................................………………………………

ASSESSMENT PROCESS AND PROTOCOLS..........………………………………..14

STRUCTURE OF THE ENGLISH LANGUAGE MATERIALS.................................16

COMPONENTS OF READING....................................................................................17

SOUND CHART............................................................................................................21

GRAMMAR...................................................................................................................24

STAGES OF THE PRIMARY SCHOOL GRAMMAR LESSON................................26

THE WRITING PROCESS 27

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Introduction to Differentiated Learning (DL)
DL is a remedial English Language and Mathematics programme which aims at assisting
learners who lack basic literacy and numeracy skills. These are 7-12-year-old learners whose
competence in English language and Mathematics is below what is expected of them at their
age and grade level. DL is a holistic approach that helps to improve foundational skills. The
approach is made up of the following components:

 Implementation Teams: Programme Teams offer support for the design and
implementation of the approach.
 Assessment: Through diagnostic assessments, individual needs are identified and
learners with similar needs are grouped and taught based on their learning levels
instead of grade levels.
 Classroom Methodology: The methodology used is responsive to learner needs that
allow them to master the foundational skills in Mathematics and English Language. It
targets instructions to a learner’s current level.
 Monitoring and Evaluation: The monitoring process covers both the learner and the
teacher. The data from learner assessment and feedback on the support offered to
teachers helps implementers to build on continual tracking and feedback into the
programme design.
What are DL’s core classroom principles?1

DL classes break free of the “chalk and talk” practices commonly found in Ghanaian
primary school classrooms by encouraging the use of engaging, fun, and creative
activities focused on building foundational English language and mathematics skills.

DL classes are…
Responsive: As learners progress, the instructor reassesses and reassigns them to more
advanced groups.
Focused on foundational skills: The DL approach makes time for foundational skills in
lower and upper primary school, creating a safety net for the learners who are performing
below their expected age/grade level

Learner-centred: In contrast to many standard classroom approaches, DL actively engages

learners, encouraging participation throughout each lesson/class.

Multifaceted: In the course of a DL class, children read, write, speak, listen, practise sums,
demonstrate activities, collaborate, and move around the classroom. Classes are fun and fast-
1
Adapted from https://www.teachingattherightlevel.org/the-tarl-approach/classroom-methodology/
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paced, and children strengthen a number of skills simultaneously. DL classes incorporate
whole-group, small-group and individual activities, giving children the opportunity to teach
and learn from each other.

Lively: DL transforms the classroom environment: desks and chairs are pushed aside, and the
class could be conducted on the floor. Learners move easily into their small groups, where
they use the space to write and practice sums. This use of space helps to strengthen the
connection between instructor and learner and among learners. This encourages more learner
time on task.
Relatable: DL classes introduce foundational skills through familiar content and practical
materials. For example, when the class discusses a picture, they use a familiar scene, such as
a village, market, or home similar to their own. In Mathematics classes, learners use sticks to
learn number recognition and the concept of place value. Teaching and learning materials are
either no or low cost and easily accessible.
Confidence-building: The daily experience of daunting school tasks and materials can harm
a learner’s sense of self-efficacy and confidence. The DL approach aims to build confidence
by considering the learner’s foundational skill level and providing challenging yet achievable
tasks to help them progress.
DL enables teachers to deliver lessons to children of varied ability levels in order achieve its
goal. It ensures the proactiveness of a teacher’s response to a learner’s needs shaped by his or
her mind set which is guided by the principles of differentiation (inclusion). At its most basic
level, differentiation consists of the efforts of teachers to respond to variance (age and ability)
among learners in the classroom. This means tailoring instruction to meet individual needs.
Whether teachers differentiate content, process, products or the learning environment, the use
of ongoing assessment and flexible grouping makes this a successful approach to instruction.
Identifying and Grouping of Target Learners
The Annual Status of Education Report (ASER) assessment tool will be used to group
learners at the beginning of terms 1, 2 and 3 into levels as follows:

ASER GROUPING SUBJECT DL GROUPING

 Non-reader
 Letter reader English
 Non recognition of 1-digit number Level 1
(Beginners) Mathematics
 Can do not more than one operation
in addition or subtraction.
 Word reader English
 Recognizing 1 and 2-digits numbers Level 2
 Can do two operations in addition or Mathematics
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 subtraction.

Lower Primary
 Level 1 - Learners without the key foundational skills in literacy who cannot read four
out of ten letter sounds or who cannot read anything and those who can read a
minimum of four out of ten letter sounds.
 Level 2- Learners with basic skills who need to build competency; those who can read
words but cannot read simple sentences correctly.
 Level 3- Learners performing at grade level who need to build fluency. These
Learners can read stories with minimal mistakes.
Upper Primary
 Level 1 - Learners without the key foundational skills in literacy who cannot read four
out of ten letter sounds or who cannot read anything and those who can read a
minimum of four out of ten letter sounds.
 Level 2- Learners with basic skills who need to build competency; those who can read
words but cannot read simple sentences correctly.
 Level 3- Learners performing at grade level who need to build fluency. These
Learners can read stories with minimal mistakes.

Basic Skills Being Taught in the Lessons

Lower Primary
 Level 1 Lessons; Decoding/Word reading skills, simple sentence reading and writing
skills in English. Recognizing a 1-digit number, recognizing a 2-digit, number, doing
addition and subtraction in Mathematics.
 Level 2 Lessons: Word reading skills, sentence reading, comprehension and writing
skills in English. Recognizing 1 and 2-digits numbers and solving addition and
subtraction problems in Mathematics.
 Level 3 Lessons: Comprehension, vocabulary, grammar, writing and fluency skills in
English. Recognizing 3-digit numbers and solving addition and subtraction in
Mathematics.
Upper Primary
Level 1 Lessons: Decoding/Word reading skills, simple sentence reading and writing skills in
English. Recognizing the 2-digit and 3-digit numbers, solving addition and subtraction, and
solving multiplication and division problems in Mathematics.
 Level 2 Lessons: Word reading skills, sentence reading, comprehension and writing
skills in English. Recognizing the 2-digit and 3-digit numbers, solving addition and
subtraction, and solving multiplication and division problems in Mathematics.

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  Level 3 Lessons: Comprehension, vocabulary, grammar, writing and fluency skills in
English. Recognizing the 2-digit and 3-digit numbers, solving addition and
subtraction, and solving multiplication and division problems in Mathematics.

Components of Differentiated Learning Instructional Materials

The course has the following components:
 Teachers Guides
 Activity Book
 Learners Workbooks
 Resource Packets
 Assessment and Monitoring Tools

Content of the Materials

Teachers Guides
The DL Teacher’s Guide provides the approaches and methods to be used in presenting the
lesson. The teacher’s guide for each level has 16 lessons for each term (2 lessons per week,
2days a week and 8 weeks per term). Each lesson lasts for one hour a day. At each level, the
teacher’s guide is intended to assist the teacher to identify and engage underperforming
learners in a variety of ways using the materials so that Learners can improve on their literacy
skills and/or numeracy skills. Indeed, it is important for the teacher to appreciate the need for
this remediation and bring it to bear on his/her approach to this important exercise. Each
lesson takes one hour. The teacher has the flexibility to manage the time to cover all aspects
of the lesson. The lessons must involve individuals, pairs and groups of learners. There are
instructions for directing teachers to do this.

Organisation of the Teacher’s Guide

The material in the Teacher’s Guide is organised into three terms corresponding with the
terms of the academic year. Each term’s work is also presented in eight weeks with two
lessons in a week. There are thus 16 lessons per term and 48 lessons in the year. The last two
lessons for each term are reserved for revision and assessment.
The DL Mathematics Teacher’s Guide consists of five modules of lessons. The modules run
across the three identified ability levels for the three terms as presented in the Table 1.

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 Each module has eight weeks of lessons (two lessons per week). Every lesson is made up
of two major components – ‘The Big Idea’ and the ‘Teaching Procedure’.
 The Big Idea is the concept or the content area to be learnt.
 The Teaching Procedure has four stages and they are defined as follows:
1. Mental Activity: Activities/games to arouse the interest of learners.
2. Reinforcement: Activities/games to prepare learners for the new learning.
3. Learning Activity: Activities learners are taken through to learn the concept.

4. Reflection/Plenary: Opportunity for both the teacher and learners to reflect,

recap on and consolidate the learning that has happened in the day’s lesson
and also to introduce ideas that will be visited in the next lesson.

 The modules are designed around selected activities to teach learners Number
Recognition, Place Value concepts and Basic Operations (i.e. addition, subtraction,
multiplication and division).

 Generally, learners have difficulty doing challenging (higher) tasks because they lack
the foundational skills to grasp the basic concepts needed for such task. The modules
are therefore designed to address these challenges.

 Furthermore, the modules are designed to involve learners in the lessons in a way to
boost their self-confidence in mathematics, develop logical thinking, do critical
analysis, and to also engage in communication and collaboration.

 The Activity Book contains detailed explanation of strategies and games that have
been used in the Teacher's Guide.

 The DL materials are not based on grade specific learning standards but rather they
have been designed to meet learners at their own level to help them acquire the
needed foundational skills that can enable them perform at their grade level.

The DL lessons seek to strengthen and reinforce the capacity of primary 2 to 6 learners who
have difficulties doing simple mathematics operations (addition, subtraction, multiplication
and division), by focusing on some fundamental competencies.

Activity Book
The Activity Book contains a detailed explanation of language games and strategies that have
been used in the teacher’s guide. The Mathematics Activity Book describes the step by step
approaches to the teaching of the concepts to be learnt. (It also has) They also have additional
resources to supplement what is in the teacher’s guide, as well as learners’ readers.
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Learners Workbooks
The readers contain short stories for comprehension lessons, vocabulary, grammar and
writing activities for Learners. The decodable stories are stories that contain sounds that
learners have learnt.

Resource Packets
The Resource Packets have a general introduction of the programme, concepts of
differentiated learning, assessment and grouping for learners. Assessment tools for English
Language, monitoring tools, Structure of the English Language materials, components of
reading and Grammar assessment components are found in the resource packet.

Together, the DL materials aim at providing an engaging way of presenting mathematics

lessons to learners with challenges (i.e. those not performing at their grade-level) and
advanced learners (i.e. those performing above their grade-level) to equip them to cope with
mathematics tasks at their respective grade levels.

Assessment and Monitoring Tools

The assessment tool is The Annual Status of Education Report (ASER) assessment tool used
to group learners at the beginning of terms 1, 2 and 3 into levels 1, 2 and 3. The monitoring
tools are:
 DL lesson/class observation Booklet (Form B1),
 DL Report for circuit (Form C2),
 DL Report for school (Form C1),
 Learning progress sheet for school (Form A.2),
 Learning progress sheets for class (Form A.1),
 DL class attendance form (Form D.1)

Getting Started: These materials are not based on grade specific learning standards. They
are designed to meet learners at their performance levels to acquire the needed foundational
skills to enable them to perform at their grade levels. Regardless of age and grade, the best
way to begin is to find out the learner’s level. This will ensure the learner benefits fully from
the differentiated learning. The procedure for identifying learners’ levels can be found in
appendix 1-3. This will enable the teacher to use the sample ASER test tool and score sheet.

Dl Instructional Approach: Differentiated Learning approach, focuses on equipping

teachers of the target learners (B2 -B6) to teach at the right level of the children. It is also a
practical child-centred approach in which learners are fully involved in a variety of ways
throughout the lessons. A wide variety of language games are used in addition to other fun-
filled activities like riddles, role-plays, rhymes, songs and others. In mathematics,
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1
mathematical games, mental drills, modelling concepts with manipulatives, using semi-
concrete among others are used.

Integration: Although the focus of the whole project is on reading, there is a high degree of
integration such that as learners learn to read, they also practise other language skills such as
listening, speaking and writing. There is therefore a lot for the learner to listen to, say, read,
write and do.

Reading Comprehension: For the reading comprehension lessons in levels 2 & 3, the
Directed Reading and Thinking Approach (D.R.T.A) is used. In this approach, the reading
text is read and discussed in bits. The learners are guided with questions prior to reading a
specific portion of the passage. At the end of the reading, the specific section of the passage is
discussed fully with them before they embark on the next section. This ensures
comprehension and the learners gradually grow in confidence as useful comprehension skills
are developed.

Grammar: In the grammar lessons, the approach is essentially inductive. The emphasis here
is on the learner’s ability to use the target language structure. This is achieved through
modelling and more practice.

Pair and Group Work: Learners are put in pairs or into convenient groups for effective
teaching and learning. This gives learners more opportunities to speak and practise what they
are learning. In pairs or groups, weaker learners are able to learn from stronger learners.

General Comments: The materials are designed to guide the teacher to help learners acquire
foundational reading skills. The teacher is a facilitator and must be creative to make the
learning process interesting and fun-packed. It is therefore important the teacher chooses
activities that can help adapt to the peculiar situation of the learner. However, if what is
prescribed in the manual cannot be applied in the learner’s situation, the teacher must be
flexible and use alternative activities to meet the learner at his/her level. Again, examples
from learners’ L1 can be used where necessary to facilitate learning since most of the English
letter sounds are the same in the Ghanaian language.

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GLOSSARY OF KEY TERMS
Blending: This is the process of articulating the individual sounds in a word by running
them together to make the word.

Comprehension: Understanding and making meaning from a text.

CV: Consonant - Vowel

CVC: Consonant – Vowel - Consonant

CCVC: Consonant – Consonant – Vowel - Consonant

Decoding: This is the process in which a beginning reader looks at the letters in a word
and pronounces the corresponding sound to read the word.

Elbow-Partner: The participant sitting beside you.

Fluency: The ability to read a text with adequate speed, accuracy and expression.

Phonological Awareness: The ability to recognize and manipulate the sounds of a

language.

Phonics: A method of instruction that teaches reading by linking letter sounds or

spelling patterns to spoken language.

Vocabulary: Knowing words; both oral and written, and their meaning.

VC: Vowel – Consonant

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 DIFFERENTIATED INSTRUCTION CONCEPT

Differentiated Instruction refers to learning experiences in which the approach or method of

learning is adjusted to meet the needs of individual learners, focusing on the “how”
of personalized learning.
It takes into account what learners understand, and teaches
them according to their ability levels, rather than strictly
adhering to what they are expected to know based on their
grade level.
Differentiated Learning Approach in the context of the Ghana
Accountability for Learning Outcomes Project would guide the
facilitator to group learners according to their learning levels
instead of grade levels.
This approach allows facilitators to pay attention to learner’s
learning.
WHY DIFFERENTIATED LEARNING IS IMPORTANT

 It works
o Research shows that teaching at the level of the
learners, instead of a rigid curriculum, improves
learning outcomes.
It is more learner-centred, improving learner
confidence and collaboration in learning.
 It focuses on basic skills
o It consolidates foundation skills and helps learners to acquire
competencies needed to become fluent readers.
 It builds confidence by creating a comfortable school
environment
Learners feel more confident because they are given the time and space to
learn at their own level.
o The facilitators reduce the physical space between them and the learners,
(for example, they sit with the l e a r n e r s ) which makes the
f a c i l i t a t o r s less intimidating and allows them to monitor students’
progress continuously.
o It helps build learners’ confidence to communicate even outside the
school and makes it easier for them to speak in class.

 It progresses at the pace of the learners

o The facilitator begins with simple content and moves to more complex
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 ones.
o The facilitator’s goal is to ensure that learners understand the concept
they are explaining, rather than cover all the content in a predetermined
amount of time.

 It is fun and engaging.

o Facilitators move away from the traditional ‘chalk and talk’ pedagogy to
a more engaging teaching method, which breaks down the barrier
between the facilitator and the learner.
o Learners engage in interactive, fun activities that allow them to grasp
fundamental concepts by presenting them in a relatable way.
o Learners work in big groups, small groups and individually.
o Activities are designed to arouse learners’ curiosity and have them
actively engaged in listening, speaking, reading, writing and doing.
o It uses games which are designed such that learners can play then
unaided.
o Both learners and facilitators get tangible results for their efforts.
 It increases the connection between the facilitator and the
learners through the one-on-one testing with the ASER tool.
o It encourages facilitators to connect with the learning level of the class.
o The facilitator understands the essence of remedial teaching.
o It is highly motivational for the facilitator as s/he sees the direct impact
of differentiated learning when the learners’ progress is assessed.

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ASSESSMENT OF PUPILS IN THE DL PROGRAMME

DL has adapted the ASER assessment tool for testing and grouping of learners into their
learning levels. ASER means Annual Status of Education Report. It is an international
reading assessment for all grade levels.
ADAPTED ENGLISH ASER TOOL

 The adapted ASER will be used to assess the following skills:

 Letter sound recognition
 Word/syllable reading
 Paragraph reading
 Story reading

 The assessment will be conducted:

 At the start of the GALOP programme.
 In the middle of every term for learners who have showed
progress.
 At the beginning of the term.
 At the end of the programme.

It is used to ascertain learners’ reading levels in order to guide

teaching and learning and to track learners’ performance over a
period of time.

The ASER reading levels:

There are five reading levels of the ASER tool.

Non-reader

Letter Reader

Word Reader

Paragraph Reader

Story Reader

These have been reorganized into three levels in the GALOP.

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6
ASER GROUPING DL GROUPING

Non-reader
Level 1
Letter Reader

Word Reader
Level 2
Rentence Reader

Paragraph Reader Level 3

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11
HOW TO TEST READING

START AT PARAGRAPH
The learner is not at paragraph level
The learner is at paragraph level if
if s/he:
s/he:
 reads the text like a string of
 reads the sentences rather than a
words, rather than sentences.
string of words.
 reads the sentence and stops
 reads the sentence at a good pace
frequently.
(fluently).
 reads fluently but with more
 reads the full text with 3 or less
than 3 mistakes.
than 3 mistakes.

If the learner is not at paragraph If the learner is at paragraph, then ask

level, then ask him/her to read him/her to read the story.
words.
Word level The learner is at Paragraph level if
s/he:
 Ask the learner to read any
5 words from the list.  reads the story like a string of
 Have the learner choose the sentences rather than a string of
words. If s/he does not, then words
point at 5 words at random.  reads the paragraph at a good
 The learner is at word level if pace (fluently) and with ease
s/he can read more than 3 out of 5  reads the full story with 3 or less
words. than 3 mistakes.
Letter level Mark the learner at the highest level if
s/he can read comfortably.
 Ask the learner to read any 5
letters of his/her choice from the
list.
 If the learner does not choose,
then point to any 5 of the letters
for him/her to read.
 The learner is at letter level if
s/he is can read more than 3 out
of 5 letters.
Note: If the learner can identify
letters but cannot identify
sounds, s/he is a non-reader.

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ADPTED MATH ASER TOOL

13
LEARNING PROGRESS SHEET FOR GRADE
This will be completed by the DL facilitator.

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LEARNING PROGRESS SHEET FOR SCHOOL

This will be complemented by the Head Teacher.

LEARNING
PROGRESS
SHEET
(SCHOOL)
No. MATH ENGLIS
School HT Cl of Facilitator
ass LEVE H
Name Name Pupi name
L LEVE
ls ASSIG L
NED ASSIG
NED
School CS P4
Name
Code
Circuit CL P5
Name
Name
District P6
Name

ENGLISH M
A
T
TOTAL TESTED

H
GRADE

ASSESSM
ENT LEVEL Number Numerical LEVEL
CYCLE RECORDS Recognition Operations RECORDS
Paragraph
Beginner

Subtract
Beginne
LEVEL

LEVEL

LEVEL

LEVEL

LEVEL

LEVEL
Additio
Letter

1Digit

2Digit
Word

Story

3
4
 5
Beginnin 6
g Term 1 To
tal
Number
progressed in
term 1
4
5
Beginnin 6
g Term 2
To
tal
Number
progressed in
term 2
4
5
Beginnin 6
g Term 3
To
tal
Number
progressed in
term 3
4
5
End 6 13
Term 3
To
tal
ASSESSMENT PROCESS AND PROTOCOLS
Assessment process

The adapted ASER is an individually administered test. The assessment is done one-on-
one with each learner at a time. Every learner should be assessed both for English and
Math at a sitting. Usually, begin assessment with English and end with Math. Before
assessment, ensure that you have both tools and writing aids for the math section.

The school-based assessment of all learners happens at the beginning of the term.
However, some learners may not be present during the time of the assessment. As a
facilitator, it is important that you ensure every learner in your class is assessed and
assigned to a learning group. Do not assume the level of any learner.

Before beginning the assessment, let all the learners know about the GALOP
programme. Tell them that they will learn in new groups. To put them in the groups,
you will conduct a short exercise to enable you know the game group that they belong.
When you put learners in a group, encourage them to identify names that they would
like to call their learning group.

Assessment Protocols

Pupils are most often tensed during assessments. Their performance on the assessment
can be affected by the way they feel. It is important to ensure that every pupil relax and
is comfortable during the assessment. Making the comfort level of the pupil a priority is
key to ensure that the learner performs at his or her optimal academic potential during
the test. This will help you to know their true abilities and the learning level they should
be placed.

Before the assessment, find a conducive place in the classroom. Ensure that assessment
is done off the look of the entire class.

During assessment, some learners may be confident and comfortable, enabling you to
administer the test to them at ease. Others may be very uncomfortable, anxious or
intimidated, so a little extra time to chat with them can help them to feel comfortable
and ready to take the test.

For a learner to feel comfortable during assessment, you must be Friendly, Patient,
Encouraging, Attentive, Appreciative, and Smile Constantly. Try not to get
frustrated if the learner does not understand the directions for a question immediately—
take your time and explain slowly and clearly. Then, allow him/her to move on without

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feeling embarrassed if s/he does not know an answer.

Given that learners are more likely to feel insecure about their performance, please do
not ridicule them or make them know their score. Keep the score sheet (or learning
progress sheet) at a distance that they will not see. In your attempt to make a learner
feel comfortable and accepted, you should make sure to be fair and remain neutral
while you take note of the learner’s answer. When a learner answers a question
correctly, you should not nod to show approval. The learner may get discouraged when
you do not show approval to his/her wrong answers. Additionally, should a learner get a
question wrong, you should not use any form of gestures to indicate this. Congratulate
the learner after the whole assessment.

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STRUCTURE OF THE ENGLISH LANGUAGE MATERIALS
The Teacher’s Guide
 There are six Teachers’ Guides in all.
 Three for Lower Primary and three for Upper Primary.
 Each Guide has 16 lessons per term for three terms.
 The sixteen lessons cover a period of eight weeks.
 Two lessons are taught per week.
 Each lesson has a one-hour duration.
The Activity Book
 The English Activity Book contains detailed explanation of language
games and strategies that have been used in the Teacher Guides.
The Resource Packet
 This has detailed information on some concepts taught.
The Readers
 Readers contain stories for comprehension, vocabulary and grammar
activities and additional ones for advanced learners.
Basic skills being taught in the lessons Level 1 lessons:
 Decoding/Word reading skills, vocabulary, comprehension and writing skills

Level 2 Lessons:
 Word reading skills, vocabulary, fluency, comprehension and writing skills

Level 3 Lessons:
 Comprehension, vocabulary, fluency, writing and grammar skills
Assessment

Annual Status of Education Report (ASER) assessment tools will be used to conduct
baseline, midline and end line tests to group learners before the start of the
intervention. Track progress in the course of the term, and ensure progression of
pupils to the next level respectively.

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Phonological awareness Separate and tell the difference between sounds they hear and
say.

[Note: Phonological awareness is ONLY about sounds.

Nothing is written on the board when practicing phonological
awareness. All you need is your ears and mouth – you can
practise phonological awareness with your eyes closed!]

Phonics Connect sounds with letters and blend sounds together to read
words.

[Note: Phonics is about connecting what is heard to what is

seen. You need your eyes and your ears to practise phonics
skills!]

Vocabulary Determine the meanings of words and use a variety of words

to express ideas.

Fluency Read text with appropriate speed, accuracy, and expression.

Comprehension Understand the events, characters, and messages in a text.

Analyse text in different ways.

Writing Express personal ideas and information through pictures and

text.

COMPONENTS OF READING

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  Let learners listen to you produce the sounds and blend them
together;

 Invite learners to join you in the process;

 Blend other VC words in the same way and to do same.

Teaching  Review the individual sounds learnt and let learners give examples
consonant of words containing such sounds.
blends
 Write a consonant blend (e.g. bl) on the board and explain to
learners that sometimes two or more consonant sounds can come
together in a word without a vowel sound in between them.

 Model the blend to learners two or three times and have them say it
using the tapping out activity.

 Say a word that contains the blend, while stressing the blended part.
Have learners listen and repeat the word after you.

Alternative  Review CVC words (e.g. top).

method for
teaching  Put a CCVC word on the board and cover the first letter e.g. stop.
consonant  Get learners to read the rest of the word.
blends- cover
and read  Uncover the first letter and have pupils read the whole word (stop).

 Follow the same steps to get learners to read words with consonant
clusters at the final position (e.g. jump), but cover the final letter
instead of the first one (jump).

Procedure for  Say the sound and let learners say it after you, while you run your
Teaching fingers through the shape of the letter that makes the sound.
Writing
 In critical cases, say something that will make learners remember
the shape of the letter that makes the sound.

 Let learners follow you to write the letter in the air, on each other’s
back and in their individual palm.

 Have learners copy the letters, and make the sounds in their copy
books.

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PHONICS

General Sequence of Teaching Sounds

 Lead learners to recognize and match the sound cards to their upper
case on the alphabet chart.

SOUND CHART

Know the sounds of the letters

 A = /a/ as in Ama, apple, Ananse, ant

 B = /b/ as in Ben, bag, bad, big, bet, bell

 C = /k/ as in cat, can, card, cut, cord

 D = /d/ as in Dan, dad, dark, dig, doll, dull

 E = /e/ as in egg, elephant, Evelyn, edit, ebb

 F = /f/ as in fat, fan, fill, feet, full

 G = /g/ as in get, gari, gun, give, gain

 H = /h/ as in hat, hurry, hen, hang, hand, home

 I = /i/ as in ill, if, in, is, it, ink, imply

 J = /ᵈᶾ/ as in Jane, jet, Jerry, jump, judge

 K = /k/ as in kill, Kate, Ken, keep, king, key

 L = /l/ as in leg, Lena, let, girl, lab, lame

 M = /m/ as in men, am, mm, hmm, man

 N = /n/ as in an, net, nanny, nail, nap, neat

 O = /ᴐ/ as in odd, on, orange, object, obvious

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  P = /p/ as in pat, pan, pad, pain, pail, paint, pal

 Q = /kw/ as in quit, queen, quack, quick, qualify

 R = /r/ as in ran, rat, rail, rake, rabbit, race

 S = /s/ as in set, sit, sin, sack, stress, sad, save

 T = /t/ as in at, ten, tip, tin, table, tail, talk, tab

 U = /Ʌ/ as in up, umbrella, hut, under, but, upset

 V = /v/ as in vat, van, Vic, vet, vacation, vain, value

 W = /w/ as in win, will, week, wet, wall, wade

 X = /ks/ as in fox, box,

 Y = /y/ as in yes, yam, yet, yahoo, yoke, yoghurt

 Z = /z/ as in zip, zag, zig, zed, zap, zeal, zebra

 NB//: Where the letter has more than one sound, only one should be
treated first and the rest later.

Two vowels or two consonants can come together to form a sound as

used in thefollowing:

 /ai/ as in pain, bail, aim, fail, nail, and wail

 /oa/as in goat, coat, oat, boat, load

 /ie/ as in tie, die, lie, pie, diet, tied

 or = /ᴐ:/ as in fork, corn, born, cork, horn

 ng = /ng/ as in ring, sing, wing, king, long

 oo = /ʊ/ as in book, look, good, cook, foot

 oo = /u:/ as in moon, soon, food, fool, stool

 /ou/ as in house, spouse, bounce, cloud, flout,

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  ch=/ʧ/ as in check, chill, chop, church, watch, catch

 th = /ð/ as in the, that, this, these, those

 th = /ɵ/ as in think, thing, thought, both,

 sh = /ʃ/ as in she, ship, short, sheet, shirt, shine

 oi = /ᴐi/ as in boil, toil, join, foil, loin, exploit

 ue = /u:/ as in rescue, cue, argue

 er = /ɜ:/ as in her, term, herb, stern, fern, germ, Mercy

 ar = /ɑ:/ as in arm, car, park, art, start, harm, hark

 ph = /f/ as in phone, photo, pharmacy, Philomena

GRAMMAR

Topic: Adverb of time

Objective:
By the end of the lesson, the learner will be able to:
- Identify adverbs in 4- 6 sentences
- Complete given sentences with suitable adverbs
REVISION

Ask learners to say in full sentences some of the things they do. Write some of the
learners’ responses on the board. E.g.
(i) I play football.
(ii) I wash my school uniform.
(iii) I watch the television.
(iv) I go to school.

Remind them about the previous lesson on doing words/verbs and ask them to identify
the verbs in their sentences.

Underline the verbs and repeat each sentence adding an adverb. E.g.

 Esi will come tomorrow.

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  I play football always.
 Adu goes to school every day.
 I watch the television sometimes.

INTRODUCTION
Explain simply that the words you have added, indicate the time that each action takes
place. They are thus adverbs of time. Elicit more examples of adverbs of time and let
participants use the adverbs of time in sentences.

ACTIVITY
Guide learners to do a completion drill in pairs. One starts a sentence and the other
completes it with an adverb:
Learner A: I read stories.
Learner B: I read stories every
day.
Pupils C: Esi went to Kumasi.
Learner D: Esi went to Kumasi yesterday.
Learner E: Go home.
Learner F: Go home
now.

Learners play the Lucky Dip Game to further practise using adverbs. (Refer to
Activity Book)

EXERCISE
Have learners identify adverbs of time in given sentences.

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STAGES OF THE PRIMARY SCHOOL GRAMMAR LESSON

REVISION

During the revision stage, the learner’s knowledge and experience related to the new
topic is recalled and linked to the new topic or structure. This gives the learner a
foundation to build on. It, thus, makes it easier for the new language to be mastered.
INTRODUCTION

At this stage, the learner is presented with ample opportunity to the new topic/
structure. The learner, thus, has a model to follow.
PRACTICE

This is the stage of the lesson where the learner has to practise. The practice takes the
form of various kinds of language drills and response to appropriate situations to
develop accuracy and fluency in use of the target structure.
EXERCISE

This stage is for evaluation/assessment. Learners may be assigned to do exercises for

assessment. The exercises are mainly written.

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THE WRITING PROCESS
PLANNING

The planning stage is the stage where, among others, the learner is guided to organize
his/her thoughts to identify the main content of the composition.
DRAFTING

At the drafting stage, an outline of the composition is developed using the points
identified at the previous stage (Planning).
REVISING

During revision, the learner reads through the composition to effect any major
changes regarding the content, the language and organization of the piece.

EDITING

Editing involves going through the composition once more to identify and correct
minor errors such as wrong choice of words, bad spelling and wrong tense.
PUBLISHING

Publishing is the final stage of the process when the finished work is delivered.

FACILITATION SKILLS

Facilitators use practical, participatory methods, e.g. group discussions and activities in
which all members of the group participate.

Information flows in many different directions between the facilitator and individual
group members.

Facilitators draw out and build on the knowledge of the group and know where to find
further information on the subject.

They encourage and value different views.

Facilitators empower others.

They master several skills in establishing a professional presence with their body
language - posture and proximity to participants, eye contact, movement, gestures,
facial expressions and tone of voiceFacilitators prepare and organize training materials
in advance.
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They start and end sessions on time.

They introduce sessions with objectives.

They follow a step-by-step training plan.

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